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, August, 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
Exploring Students' Common Errors in Writing Recount Texts: A Case Study at Junior High School
Writing recount texts remains a challenging task for many junior high school students in Indonesia, particularly because it requires an accurate use of grammar, sentence organization, and vocabulary mastery. Previous studies have shown that learners frequently commit errors in tense usage, sentence structure, and word choice, yet limited research has connected these issues to students’ dependency on translation tools and their overall writing competence. This study, therefore, aimed to explore the common errors made by eighth-grade students in writing recount texts and to identify the underlying causes of those errors. The research involved 25 eighth-grade students at SMP Negeri 1 Liliriaje, Soppeng, and data were collected through students’ written tasks supported by semi-structured interviews with both students and their English teacher. Employing a qualitative descriptive approach, data were collected through students’ written tasks and supported by interviews with both students and their English teacher. The analysis revealed four dominant error categories: verb tense misuse, subject–verb agreement errors, sentence structure problems, and spelling mistakes. Among these, verb tense errors—especially the inappropriate use of the present tense instead of the past tense—emerged as the most frequent, indicating students’ limited mastery of narrative conventions. In addition, interviews showed that students’ reliance on Google Translate contributed significantly to structural inaccuracies and hindered their grammatical development. The findings contribute to the field of English language teaching by highlighting the urgent need for explicit grammar instruction, vocabulary enrichment strategies, and guided use of translation technology. Pedagogically, this research offers insights into designing targeted writing instruction that addresses students’ recurring difficulties and fosters greater writing accuracy and independence in EFL contexts.
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The Educational Value of the Main Character in Facing Life's Problems in the Novel Sunset and Rosie by Tere Liye
This study aims to (1) describe the intrinsic elements that build the novel Sunset Bersama Rosie by Tere Liye and (2) identify the educational values contained in the novel through a literary sociology perspective. This research uses a qualitative descriptive method with an embedded case study design. The data consist of words, phrases, and sentences taken from the novel, collected through reading, note-taking, and literature study techniques. Data validity was ensured through theoretical triangulation, and the analysis employed a dialectical approach to relate literary structure with social reality. The findings show that Sunset Bersama Rosie revolves around the themes of love, compassion, and sacrifice. The story follows Tegar, the main character, who experiences deep emotional struggles following the Bali II bombing in 2005. The settings of Bali, Lombok, and Jakarta enrich the novel’s socio-cultural background. The analysis reveals several educational values reflected in the characters’ behavior and moral development, including the value of peace shown through forgiveness after tragedy, love illustrated in Tegar’s sincere devotion to family and friends, sacrifice embodied by Rosie’s willingness to prioritize others’ happiness, and responsibility demonstrated through the characters’ commitment to face challenges with integrity. These values highlight how the novel not only portrays emotional resilience but also promotes moral awareness and social empathy in readers.
The Role of Teachers’ Cultural Competence in Enhancing Student Engagement in English Language Learning
Teaching English in a multicultural classroom requires teachers to have cultural competence in order to create an inclusive learning environment and encourage student engagement. This study aims to analyze the impact of teachers' cultural competence on student engagement in the English language learning process in culturally diverse EFL classrooms. This study employs a mixed-methods approach, examining not only the relationship between cultural competence and student participation but also the strategies implemented and challenges faced by teachers with cultural competence. Data collection was conducted through student questionnaires (pre-test and post-test) to measure engagement, semi-structured interviews with EFL teachers, and classroom observations. Quantitative data were analyzed using SPSS for descriptive and inferential statistics, while qualitative data were analyzed thematically. The results of the study indicate that teachers' ability to incorporate students' cultural backgrounds into the learning process can significantly enhance students' motivation, activity, and learning outcomes. This study contributes to the development of inclusive teaching practices in language learning environments rich in cultural diversity.
Improving Students’ Creative Poetry Writing Skills through the Discovery Inquiry Method
This study aims to examine the effectiveness of the Discovery Inquiry method in improving students’ creative poetry writing skills among eighth-grade students at SMP Negeri 1 Silangkitang. The research employed a Classroom Action Research (CAR) design consisting of four stages: planning, implementing actions, observing, and reflecting. The participants were 25 students from class VIII. Data were collected through classroom observations, student interviews, and analysis of students’ poetry. The results show that the Discovery Inquiry method significantly enhanced students’ performance in writing poetry. The average score increased from 68.4 in the first cycle to 86.2 in the second cycle, marking a 26% improvement. Students showed notable progress in creativity, word choice accuracy, and mastery of poetic structure. Moreover, their self-confidence, critical thinking ability, and willingness to experiment with language and poetic forms also improved. During the implementation, students became more engaged and active in the learning process, as they were encouraged to explore ideas and express emotions freely through poetry. The findings indicate that the Discovery Inquiry method not only develops technical writing skills but also nurtures creative expression and motivation to learn literature. Therefore, this method can be considered an effective and student-centered strategy for enhancing poetry writing skills and promoting creative learning in language and literature classes.
Enhancing English Vocabulary Mastery through Social Media Exposure: A Quasi-Experimental Study of Generation Z Learners
This study investigates the effectiveness of social media exposure in enhancing English vocabulary mastery among Generation Z learners. The rapid growth of digital technology has positioned social media platforms such as TikTok, Instagram, and YouTube as prominent sources of informal language input, particularly for digitally native students. Grounded in the theory of Comprehensible Input, this research examines whether structured exposure to English-language content on social media can significantly improve students’ vocabulary mastery. This study employed a quantitative approach using a quasi-experimental design with a one-group pre-test and post-test model. The participants consisted of 20 Generation Z students from the English Education Department at a regional university in Indonesia. Data were collected through a vocabulary test administered before and after a seven-day social media exposure program, as well as a questionnaire measuring students’ engagement with English-language content on social media. The data were analysed using paired sample t-test and simple linear regression with the assistance of SPSS. The findings revealed a statistically significant improvement in students’ vocabulary mastery after the treatment. The mean score increased from 50.75 in the pre-test to 82.25 in the post-test, with a significance value of 0.000 (p < 0.05). Furthermore, the regression analysis indicated that social media engagement had a significant positive effect on vocabulary mastery, explaining 37.8% of the variance in post-test scores (R² = 0.378, p = 0.004). These results suggest that higher levels of engagement with English-language content on social media are associated with better vocabulary outcomes. social media exposure can serve as an effective supplementary tool for enhancing English vocabulary mastery among Generation Z learners. When used purposefully, social media provides authentic, multimodal, and contextual language input that aligns with learners’ digital habits and supports vocabulary acquisition beyond the traditional classroom setting.
Navigating Challenges: Educators' Perspectives on Teaching English to Inclusive Students in Regular Classrooms
This study aims to explore how English teachers address the challenges of teaching in regular classrooms that include students with special educational needs. Employing a qualitative case study design, the research gathered data through semi-structured interviews and classroom observations in inclusive junior high school classes at SMPN 35 Surabaya. This approach allowed for an in-depth understanding of teachers’ experiences in balancing the learning needs of both regular and inclusive students. The findings reveal that teachers encounter several obstacles, including limited time, lack of specialized training, insufficient teaching resources, and rigid curriculum demands. Despite these challenges, teachers apply a range of differentiated instructional strategies such as simplifying materials, using visual and auditory media, implementing peer tutoring, and designing tailored worksheets. These strategies help inclusive students remain engaged while motivating regular students to participate actively. The study highlights the need for ongoing professional development, flexible school policies, and adequate facilities to strengthen inclusive practices. The results contribute practical insights for policymakers and teacher education programs by underscoring the importance of equipping teachers with concrete strategies such as peer collaboration, differentiated materials, and adaptive assessments to improve inclusive English language teaching.
Improving Writing Fluency through Free Writing Activities: An Experimental Study
Writing fluency is an important aspect of English learning, yet many EFL students struggle to produce continuous and coherent texts because of anxiety, limited vocabulary, and a strong focus on accuracy. This study aims to examine whether free writing activities can improve students’ writing fluency. A quasi-experimental design was used with two groups: an experimental group that received free writing treatment and a control group taught through conventional writing methods. Writing fluency was measured through pre- and post-tests focusing on speed, flow of ideas, and coherence. Data were analyzed using paired-sample and independent-sample t-tests. The results show that the experimental group made significant gains in writing fluency, producing longer and more connected texts, while the control group showed only slight improvement. These findings indicate that free writing is an effective strategy for reducing anxiety and encouraging continuous idea expression. Overall, the study highlights the value of fluency-oriented activities in strengthening students’ writing competence.
Exploring EFL Students’ Engagement and Learning Outcomes through AO3 Fanfiction: A Descriptive Study at SMAN 1 Tenggarong
This study explores the influence of reading fanfiction on the Archive of Our Own (AO3) platform on students’ engagement with English narrative texts and the perceived learning benefits for English as a Foreign Language (EFL) learners. Conducted at SMAN 1 Tenggarong, East Kalimantan, the study involved 38 high school students who actively engage with fanfiction on AO3. Using a quantitative approach, data were collected through a 14-item online questionnaire and analyzed using SPSS version 26 for reliability, validity, and descriptive statistics. The findings reveal that students showed high motivation when reading content that matched their interests (M = 4.29, SD = 0.93) and reported a preference for fanfiction over textbooks (M = 3.32). Students said they enjoyed reading (M = 3.03), relevance of content (M = 3.18), and platform usability (M = 3.26) as moderate. Regarding learning outcomes, students perceived notable benefits in vocabulary development (M = 3.40) and interest in reading English (M = 3.42), while grammar exposure (M = 3.11) and confidence in reading (M = 3.08) received moderate ratings. Gender-based analysis showed that male students had slightly higher engagement, while female students reported greater gains in vocabulary and interest. These results suggest that AO3 fanfiction serves as an engaging and effective supplementary tool for EFL learners, particularly in fostering vocabulary growth, reading motivation, and reader autonomy. While it may not fully replace structured grammar instruction, its personalized and enjoyable content can enhance student interaction with English texts and promote a more meaningful reading experience in digital environments.
The Effect of the Read Aloud Method on Students’ Reading Interest at the Elementary Level
This study aims to determine the effect of the Read Aloud method on the reading interest of third-grade students at SD Negeri 02 Sei Baru. The research was motivated by the low reading interest among students, which has led to limited participation in literacy activities at school. A quantitative approach with a quasi-experimental design was used by comparing pretest and posttest results between the experimental and control classes. Class IIIA served as the experimental group that received treatment using the Read Aloud method, while class IIIB acted as the control group taught with conventional methods. Data were collected using a Likert-scale questionnaire on reading interest. The results showed a significant difference between the posttest averages of the experimental and control classes. The experimental class achieved an average posttest score of 82.15, higher than the control class’s 68.85. The independent t-test produced a significance value of 0.002 (p < 0.05), indicating a significant effect of the Read Aloud method on students’ reading interest. The novelty of this study lies in its focus on implementing the Read Aloud method as a structured literacy intervention within the elementary school curriculum, emphasizing student emotional engagement and interactive storytelling an approach that previous studies have rarely explored in early-grade classroom contexts.
Descriptive Analysis of Student Engagement in Digital-Mediated English Language Classrooms
The rapid integration of digital technology, especially in education, has provided a changing landscape in English language learning, leading to the importance of student engagement for success in learning. The purpose of this study is to analyze the levels and dimensions of engagement of EFL students from different majors in digitally mediated general English classes at the university level. A descriptive quantitative approach and a structured questionnaire instrument were used to measure emotional, cognitive, and technological behavioral engagement on a 1- 5-point Likert scale. Descriptive statistics, including mean, level of perceptions, and presentation distribution, were used to analyze the data. The results showed that the students were at a high level of emotional engagement (3.88) and cognitive engagement (3.78), and behavioral engagement (3.17) was at a moderate level. The findings suggest that students are generally engaged in digitally mediated English classes, but behavioral engagement remains a challenge. It is concluded that enhancing supportive and interactive elements can improve behavioral, as well as language learning outcomes.
Analysis Persuasive Sentences Advertisement Shopee on Youtube
This study focuses on analyzing persuasive sentences used in Shopee advertisements on YouTube. This study describes the results of analyzing persuasive sentences in Shopee advertisements. This study is based on the structure of persuasive sentences, namely Introduction to the Issue, Series of Arguments, Call to Action, and Reaffirmation, so that the influence of the advertisements presented by Shopee will be clearly seen. This type of research uses a qualitative descriptive method. The data collection technique in this study uses the observation and note-taking technique, The researcher observed Shopee advertisements on YouTube published between January and December 2024 that contained persuasive sentences. After conducting the observation, the researcher found five advertisements that contained persuasive sentences in accordance with the persuasive sentence structure. by watching Shopee advertisements on YouTube and then noting the sentences used by Shopee advertisements. The data analysis technique in this study uses three stages: data reduction, data presentation, and conclusion. The results of this study show that four Shopee advertisements meet the persuasive sentence structure. This study uses five Shopee advertising videos as data for the use of persuasive sentences in Shopee advertisements in accordance with the structure of persuasive sentences. These Shopee advertisements are long enough to explain the message thoroughly per the persuasive sentence structure. Meanwhile, one Shopee advertisement does not meet the persuasive sentence structure due to its short duration. This short advertisement aims to prevent boredom and make the message conveyed to the general public easy to remember, so it can clearly target the main message directly. The five Shopee advertisements still have at least one filled structure, namely the Invitation Statement (PA), making them effective in inviting the audience
Persuasive Elements in Fast-Food Advertisements: Teenagers’ Interpretations Through the Elaboration Likelihood Model Framework
This study explores how persuasive elements in fast-food advertisements influence teenagers’ attitudes and perceptions. Using a qualitative descriptive approach, ten popular McDonald’s and KFC advertisements on YouTube released in the past five years were analyzed. Each ad featured celebrity collaborations, vibrant visuals, and strong audience engagement. Visual, verbal, and audio components were examined through a semiotic framework focusing on denotation, connotation, and underlying cultural meanings. The findings reveal that teenagers mostly respond to advertisements through emotional and visual cues rather than rational evaluation. Elements such as celebrity endorsements, catchy music, humor, bright color schemes, and limited time offers strongly shaped their attitudes toward fast-food brands. A smaller group of students considered product quality and value, but these instances were less common. Overall, the advertisements present fast-food consumption as part of a modern and desirable lifestyle, influencing how teenagers form preferences and social identities. The results highlight the need for stronger media literacy and educational programs that help young people critically assess persuasive messages in digital marketing and make more informed choices in their daily media consumption.
Local Wisdom in Dideq Oral Literature among the Selayar Community in South Sulawesi
Local wisdom is understood as local policy (local wisdom), local knowledge (local knowledge), or local intelligence (local genius). It may be interpreted as the product of human intellect, deep feelings, character, behavioral patterns, and moral guidance aimed at achieving human dignity. Mastery of local wisdom elevates individuals toward noble character. The concept of local wisdom held by the Selayar community is partially implemented in dideq oral texts. These concepts need to be documented, revitalized, and disseminated so that they continue to live within the community to which they belong and become part of individual character formation not only for the Selayar people, but also for the wider community of South Sulawesi and Indonesian society in general. This study aims to reveal concepts of local wisdom, particularly the attitudes of sipakatau, sipakaingaq, and sipakalabbiriq found in dideqoral literature. The primary data were collected through field research using recording, interviews, transliteration, and translation techniques. Data analysis was conducted based on Roland Barthes’ concepts of denotative and connotative meaning. The results of the study indicate that sipakatau and sipakalabbiriq are two inseparable values. Mutual respect and mutual appreciation coexist and strongly characterize the life of the Selayar community, as clearly reflected in dideq texts. Meanwhile, sipakaingaq represents an attitude of mutual reminder among community members, manifested in behavior, speech, and religious observance.
Exploring Students’ Perceptions of Speaking Practice with Procedural Texts to Improve English Fluency
English speaking skills are fundamental for success in the global era, yet many students face significant challenges in developing these abilities, particularly due to anxiety, limited vocabulary, and uninspiring instructional methods. This study explores students’ perceptions of using procedural texts as a strategy to improve their English-speaking fluency. Procedural texts, which provide structured and systematic language patterns, are believed to enhance students’ ability to articulate ideas coherently while reducing speaking anxiety. Employing a qualitative descriptive approach, data will be collected through semi-structured interviews and classroom observations involving six vocational high school students majoring in automotive engineering, who have been selected by gathering students with the highest and lowest English scores from each class. From each of the three classes, two students are chosen, one with the highest and one with the lowest score, resulting in six participants. Each of the Thematic analyses was used to identify recurring patterns in students' experiences and viewpoints. This study holds significance as it provides empirical insights into alternative pedagogical approaches aimed at addressing common challenges to speaking proficiency among vocational students, an often-underrepresented population in second language acquisition research. The implications of the study suggest that integrating procedural texts into English instruction can effectively improve speaking fluency and reduce anxiety, particularly for students in vocational settings. However, the study's limitations, including the small sample size and its focus on a specific group of students from a single vocational field, suggest the need for further research with larger and more diverse samples to explore the broader applicability and long-term effects of procedural text-based instruction.
Applying the Problem-Driven Iterative Adaptation (PDIA) Approach to Address Teacher Absenteeism and Improve Early Childhood Learning Quality in Pegunungan Arfak, West Papua
Teacher absenteeism remains a major challenge in remote and underdeveloped regions of Indonesia, particularly in the highlands of West Papua. The phenomenon has significant implications for the quality of early childhood and primary education. Drawing on findings from the Strategic Action Workshop on Reducing Teacher Absenteeism held in Pegunungan Arfak (UNIMUDA–UNICEF Partnership, 2025), this study analyzes the effectiveness of the Problem-Driven Iterative Adaptation (PDIA) approach in identifying root causes and designing locally relevant solutions. Using qualitative descriptive methods, data were collected through Gallery Walk observations, focus group discussions, and iterative reflections with participants. Results show that teacher absenteeism in Pegunungan Arfak is influenced by geographic inaccessibility, socio-cultural norms, and weak institutional coordination between education authorities and customary leaders. The most significant outcome of the PDIA process was the increase in teacher attendance that emerged after participants co-created feasible actions rooted in local conditions. Through PDIA, participants developed solutions such as customary education forums, teacher support groups, and community-based monitoring systems. This study offers practical guidance for district officials, school leaders, and community stakeholders seeking to strengthen accountability and improve learning continuity in remote education settings.
Addressing Practices in Mata Najwa Show: A Sociolinguistic Approach to Media Discourse
Addressing refers to the words or phrases used by speakers to address interlocutors during a conversation. It plays a significant role in communication, reflecting various social factors such as hierarchy, familiarity, and politeness. This study examines the types of addressing used by Najwa Shihab in the Mata Najwa Show, focusing on how different address terms are employed in formal settings. A descriptive qualitative approach was used, analyzing data from three episodes of the show, sourced from Najwa Shihab’s YouTube video titled “Ironi Korupsi Kala Pandemi.” The findings revealed four types of addressing: first names, kinship terms, titles, and special nicknames. Among these, kinship terms were most frequently used. The study also identifies that the choice of addressing terms was influenced by factors such as social status, age, politeness, and the degree of closeness between the speaker and the interlocutor. The results suggest that addressing practices in formal settings are complex and context dependent. Future research could explore how cultural contexts and power dynamics influence addressing practices in media discourse.
Exploring the Use of TikTok as An Alternative Medium for Teaching English Grammar at Junior High School
This study directly addresses the lack of engaging methods for teaching English grammar to junior high school students by exploring TikTok as an alternative medium for instruction. Employing a mixed methods approach, it combines a one-group pre-test and post-test experimental design with qualitative observations to assess both learning outcomes and student experiences. The participants were 25 eighth-grade students at SMP Negeri 17 Samarinda. They created group-based TikTok videos to explain assigned grammar tenses after completing a grammar pre-test. The findings revealed a significant improvement in grammar mastery, as confirmed by statistical analysis, and students demonstrated increased motivation, creativity, and collaboration. These results suggest that TikTok, when used with clear objectives and instructional support, can be a powerful supplementary tool for grammar learning.
Analyzing Student Perceptions of Gamified Assessment: A Case Study of Quizizz in Higher Education English Classes
A higher education landscape that has been digitized encourages the need for an assessment method that is more interesting and effective. This background is in contrast to the classic problems, where the traditional assessment method often triggers anxiety and the lack of students’ engagement. As a solution, gamification, especially through platforms such as Quizizz, was proposed to transform the assessment experience. However, empirical research that has students’ specific perceptions in the context of English classes in higher education institutions is still limited. To address this gap, mixed-methods research with a case study approach is conducted. Data gathered through a survey questionnaire (quantitative) covering cognitive, conative, and affective aspects of perceptions, and semi-structured interviews (qualitative) from the students who use Quizizz. The key findings revealed that overall, the students’ perceptions of Quizizz were positive. This study emphasized that Quizizz is an effective assessment tool and is liked in the context of English class in higher education institutions. This study not only provides practical insight to educators on implementing more engaging assessments but also contributes to the theoretical understanding of the impact of gamification on students’ learning perceptions.
Interpersonal Communication as a Means of Self-Acceptance among People Living with HIV/AIDS in the Peer Support Group of the Intermedika Prana Foundation
This study aims to analyze the patterns of interpersonal communication applied by peer supporters at the Intermedika Prana Foundation in assisting people living with HIV/AIDS (PLWHA) in developing self-acceptance, as well as how such communication contributes to improving their quality of life. The research employed a descriptive qualitative method using interviews and direct observation. The informants consisted of peer supporters, foundation administrators, and PLWHA who are members of peer support groups. The findings indicate that effective interpersonal communication characterized by empathy, openness, and support plays a crucial role in helping PLWHA accept their health status. Assistance is provided on an individual basis to accommodate the diverse needs of PLWHA, with the aim of strengthening mental resilience and readiness to undergo treatment. In addition, communication conducted through a humanistic approach is able to reduce fear and rejection and increase adherence to antiretroviral therapy (ART). Thus, social support delivered through effective interpersonal communication contributes to enhancing self-acceptance among PLWHA, reducing stigma, and strengthening their commitment to treatment, which ultimately improves their quality of life.
Students’ Perspectives on DeepSeek as a Learning Aid for Enhancing English Writing Skills
In today’s digital era, students are constantly seeking new ways to improve their academic writing, especially in learning English as a Foreign Language (EFL). One tool gaining attention nowadays is DeepSeek, an AI-powered writing assistant that helps students organize ideas, correct grammar, and improve writing quality. While tools like Grammarly and ChatGPT have been widely researched, studies on students’ views of DeepSeek are still limited. This research explores students’ perspectives on using DeepSeek to improve their English writing skills. A mixed-methods approach was used, involving 55 second-semester English Education students from Universitas Muhammadiyah Kalimantan Timur who completed a questionnaire. Five students were then selected for in-depth interviews. The results show that students generally view DeepSeek as a helpful and easy-to-use tool that increases their confidence and motivation in writing. Many students reported improvements in grammar and spelling checks. However, some students raised concerns about becoming too dependent on AI and noted that DeepSeek sometimes lacks context in its corrections. The study implies that AI tools like DeepSeek can be valuable for supporting writing development in EFL learners. Still, students should be guided to use these tools wisely as assistance, not as a replacement for their thinking. A key limitation of this study is its small and localized sample, which may not reflect broader educational settings. Future research with larger and more diverse participants is recommended to better understand the wider impact of AI writing tools.
Deconstructing the Learning Styles Myth in English Language Learning from the Perspective of Santrock's Educational Psychology for Evidence-Based Practice
This literature review deconstructs the learning styles myth in English language teaching through Santrock's educational psychology framework. Many English teachers believe that aligning instruction with students’ dominant learning styles (visual, auditory, kinesthetic) improves the students' academic achievement. However, empirical evidence does not support this practice. This study employs a narrative literature review method to examine existing research on learning styles and evidence-based practices. This article deconstructs the learning styles myth by comparing it with evidence-based practices such as retrieval practice, spaced learning, formative assessment, and collaborative learning. Findings from global and Indonesian studies consistently highlight that evidence-based strategies consistently enhance retention, engagement, and achievement in English language learning. These insights are expected to encourage teachers in Indonesia to shift from myth-based paradigms toward more scientific, contextual, and effective teaching practices.
The Effect of Photographic Image Media on Students’ Poetry Writing Skills
This study investigates the effect of photographic image media on students’ poetry writing skills, aiming to determine whether visual-based learning can enhance creativity and writing performance. The research was conducted with 57 Grade VII students during the 2023/2024 academic year using a quasi-experimental design and a simple random sampling technique. The participants were divided into two groups: 30 students in the experimental class, who learned poetry writing through photographic image media, and 27 students in the control class, who received conventional instruction. Data were collected through pretests and posttests to measure students’ poetry writing skills. The results revealed that the experimental class achieved a higher average posttest score (73.17) compared to the control class (51.85). The improvement in the experimental group (57.35%) was considerably greater than in the control group (29.01%). Statistical analysis using a paired sample t-test indicated a significance value of 0.001, which is lower than the standard alpha level of 0.05. Therefore, the null hypothesis (H₀) was rejected, confirming that the use of photographic image media had a significant positive effect on students’ poetry writing skills. The findings suggest that photographic image media can be a powerful instructional tool for teaching poetry writing. By stimulating imagination and visual thinking, this medium helps students express emotions, select appropriate diction, and develop creative ideas more effectively. The study contributes to the field of language education by demonstrating the practical value of integrating visual learning aids to improve students’ engagement and achievement in poetry writing.
Elementary School Teachers’ Perceptions in Balikpapan on the Dynamics of Curriculum Changes in Indonesia
This study explores the perceptions of elementary school teachers in Balikpapan regarding the ongoing changes in Indonesia’s national curriculum, focusing on the shift from the 2013 Curriculum to the Merdeka Curriculum. Frequent changes in the national curriculum have led to confusion and varied responses among educators, particularly in terms of instructional adaptation and professional readiness. The purpose of this research is to understand how teachers perceive these changes, what challenges they face in implementing the new curriculum, and the extent to which they feel supported through training and resources. This study employed a qualitative descriptive design, using semi-structured interviews and classroom observations to collect data from nine teachers selected through purposive sampling. Thematic analysis was used to identify patterns and develop categories based on participant responses. Findings reveal that while teachers generally view the Merdeka Curriculum positively emphasizing its flexibility, student-centered learning, and relevance to current needs they also report significant challenges related to limited training, unclear implementation guidelines, and mismatched support systems. These results contribute to a deeper understanding of how educational reforms are received at the grassroots level and underscore the importance of teacher involvement, practical training, and contextualized guidance in successful curriculum implementation.
The Development of Canva-Based Media to Improve Language Literacy
This study aims to develop Canva-based learning media to improve language literacy of grade VII students of SMPN2 Bilah Barat. The learning media developed is expected to provide a more interesting and interactive learning experience, as well as improve students' language literacy skills. The research method used is Research and Development (R&D) with the Borg and Gall development model. The subjects of this study involved grade VII students of SMPN2 Bilah Barat who were tested using test instruments and questionnaires. The results of the study showed that the Canva learning media developed can improve students' motivation and language literacy skills, with an average expert validation score reaching 94.53, which is classified as very good. In addition, the results of the field test showed a significant increase in students' language literacy skills after using Canva media, with t-test data showing a significant difference between the pretest and posttest results with a difference of 11.74. Based on these findings, Canva media has proven effective in improving students' language literacy, so it can be used as an alternative in language learning in grade VII of SMPN2 Bilah Barat
The Effect of Using Talkpal AI on Improving the Arabic Vocabulary of Secondary School Students
This study aims to determine the effect of using Talkpal AI on improving Arabic vocabulary mastery among students at Al-Azhar Kelapa Gading Islamic High School. The background of this study is based on the low level of Arabic vocabulary mastery among students, which is caused by the use of learning media that is not interactive enough, thereby impacting students' low motivation to learn. In fact, the school has adequate supporting facilities, such as smart TVs in each classroom, which enable the application of technology-based learning media. This study uses a quantitative approach with a quasi-experimental method and a nonequivalent control group design. There were 44 students participating in the study, divided into an experimental class and a control class. Data collection techniques were carried out through observation and Arabic vocabulary tests. The results showed that the average posttest score of the experimental class (32.50) was higher than that of the control class (26.27). The Mann-Whitney test showed a significance value of 0.002 (< 0.05), which means that there is a significant effect of using Talkpal AI on improving students' Arabic vocabulary. Thus, Talkpal.ai is proven to be effective as an artificial intelligence-based learning medium in helping to improve students' mastery of Arabic vocabulary.
The Influence of Using the Beelinguapp Application on Students’ Pronunciation Mastery
This study examines the effect of the Beelinguapp application on students’ pronunciation mastery in an EFL context. A quasi-experimental design was employed with two classes of eleventh-grade students at SMK Al-Huda Jati Agung. One class was assigned as the experimental group using Beelinguapp, while the other served as the control group receiving conventional instruction. Data were collected through pre-tests and post-tests and analyzed using paired sample t-tests and independent t-tests. The findings revealed that the experimental group's mean score improved from 62.71 to 81.19, with a mean difference of 18.48 (p = 0.000). In contrast, the control group's mean score increased from 61.72 to 67.19, with a smaller mean difference of 5.47 (p = 0.006). The independent t-test confirmed that the experimental group achieved significantly greater gains than the control group (p < 0.05). These results demonstrate that Beelinguapp is effective in enhancing pronunciation mastery, particularly by providing students with authentic pronunciation models, multimodal input through audio and text, and opportunities for interactive practice. The study highlights the value of integrating mobile-assisted language learning applications into classroom instruction to foster more engaging and effective pronunciation learning. It also suggests that digital tools like Beelinguapp can help overcome common challenges in pronunciation teaching, where traditional approaches often provide limited exposure and practice.
The Application of Information Technology in Distance Learning at Universitas Terbuka
This study aims to analyze the application of Information and Communication Technology (ICT) in distance learning at Universitas Terbuka (UT), with a particular focus on how ICT supports accessibility, flexibility, and learning quality, especially in 3T (remote, frontier, and disadvantaged) areas. The research used a qualitative case study approach conducted over three months, involving 20 participants consisting of students, lecturers, system administrators, and librarians. Data were collected through in-depth interviews, non-participatory observations, and documentation. The results show that Universitas Terbuka has effectively integrated various digital platforms, including MyUT, e-Campus, online tutorials, and digital libraries, enabling students to access academic services independently and flexibly. Online tutorials, webinars, and distance learning workshops have also helped strengthen student engagement and self-directed learning. However, the study found that limited internet connectivity and low ICT literacy remain major challenges in 3T regions, affecting participation and learning outcomes. The study concludes that while ICT integration significantly enhances the accessibility and flexibility of distance education at Universitas Terbuka, its overall success depends on the availability of stable digital infrastructure and continuous improvement of users’ technological competence. These findings highlight the importance of government and institutional collaboration in expanding digital access to ensure equitable distance learning opportunities across Indonesia.
The Relationship Between Intercultural Communicative Competence and English Language Learning Outcomes
This study aims to investigate the relationship between Intercultural Communicative Competence (ICC) and English learning results among 57 first-year students at a private university in East Kalimantan. ICC is viewed as an essential element in language learning since it involves cultural awareness, communication abilities, and an open attitude that promotes successful intercultural exchanges. This research employed a quantitative approach that utilized two primary tools: an ICC survey grounded in Byram’s (1997) model and an English proficiency assessment through the British Council EnglishScore application. Statistical analyses through Pearson correlation and multiple linear regression demonstrated a strong and significant positive relationship between ICC and English proficiency (r = 0.632, p < 0.001). Among the elements of the ICC, attitudes demonstrated the strongest correlation, with skills and knowledge following next. These findings underscore the significance of nurturing students’ intercultural attitudes like openness, empathy, and adaptability since they greatly improve English learning results. This study offers valuable guidance for English teachers and curriculum designers, highlighting the importance of incorporating intercultural learning experiences into language teaching to enhance learners' readiness for effective communication in varied global situations.
The Effect of Quizizz on Indonesian Language Learning in the Independent Curriculum
This study aims to assess the effectiveness of the Quizizz application in Indonesian language learning based on the Independent Curriculum at SMA Muhammadiyah 10 Rantauprapat. The study was motivated by the low learning interest and academic performance of students in Indonesian language subjects, along with the limited use of digital learning media suited to the needs of today’s learners. The research employed a quasi-experimental design using a pretest-posttest control group model. The participants were two eleventh-grade classes, one taught using Quizizz-assisted learning and the other through conventional instruction. The findings revealed a significant improvement in student learning outcomes in the experimental class, where the average posttest score increased from 62.1 to 81.4, compared to an increase from 61.5 to 72.3 in the control class. The t-test result showed a significance value of 0.001 (<0.05), confirming a meaningful difference between the two groups. Observation results also indicated that students in the experimental class were more active and engaged during lessons. The novelty of this study lies in its focus on integrating Quizizz specifically within the context of the Independent Curriculum, emphasizing its alignment with learner-centered, technology-based, and interactive pedagogical principles. Thus, the use of Quizizz proved effective in improving both student achievement and participation, making it a relevant and practical learning medium in the current digital education era.
The Symbolic Meanings of Traditional Objects in the Mohuntingo Procession in Kabila District
The Mohuntingo procession is a sacred birth ritual in the Gorontalo community, performed as an expression of gratitude through the ceremonial cutting of an infant’s hair. Beyond its ceremonial nature, this tradition embodies deep philosophical values reflected in each ritual stage and the symbolic use of traditional objects. Every element in the Mohuntingo procession represents the cultural worldview of the Gorontalo people, which is strongly rooted in customary practices and Islamic principles. This study provides a detailed description of the Mohuntingo stages in Kabila District and examines the symbolic meanings of the traditional objects used, including young coconut, betel nut, dulang, fragrant oil, a razor, flowers, and lu’adu. A descriptive qualitative design was employed, with data gathered through observation, interviews with traditional and religious leaders, cultural practitioners, and local residents, as well as field documentation. Data were analyzed through reduction, presentation, and interpretation while maintaining the sociocultural context of Gorontalo society. The findings reveal that each traditional object holds symbolic meanings related to purity, protection, cultural identity, life harmony, and the reinforcement of religious values. The ritual also strengthens social cohesion, deepens kinship ties, and functions as a medium for transmitting customary and Islamic values to younger generations. Overall, the study concludes that Mohuntingo is not merely a birth ritual but a cultural transmission system rich in spiritual, social, and educational significance, demonstrating the enduring relevance of Gorontalo’s cultural identity amid modernizing influences.
Exploring the Use of Word Chain Game for Vocabulary Enrichment in English Language Classroom
One of the greatest challenges of learning English as foreign language is learning new words. The issue is that many EFL students cannot memorize new words when they are introduced with the help of rote and repetition, which can decrease motivation and interest in the process. The given research project will investigate the application of the Word Chain game as a vocabulary learning strategy in classrooms of the Indonesian junior high school. In particular, it will also explore the process of implementing the game by a teacher, and the response of students to the use of this game in classroom activities. The design used in the study was a qualitative case study design, which conducted one English teacher and 30 seventh-grade students in a junior high school in Surabaya, which is a public school. Teacher interviews, student questionnaires and classroom documentation were used to gather data which was analyzed in a thematic manner. The results have shown that the Word Chain game encourages active involvement, advances vocabulary memory and motivates students. These findings add value to the body of game-based learning research since they demonstrate that even low-tech traditional games can be useful in the EFL classroom to develop more interactive and cooperative learning activities in vocabulary.
Contextualizing ELT Materials through Local Folklore: A Case Study in a Multilingual Eastern Indonesian Classroom
In multilingual regions of Eastern Indonesia, English Language Teaching (ELT) materials that lack cultural relevance often fail to engage learners or reflect their linguistic realities. Local folklore offers a culturally grounded source for contextualizing ELT materials to enhance student learning and motivation. This study explores how local folklore can be integrated into ELT materials and investigates students’ multilingual practices and perceptions within a folklore-based classroom. A qualitative case study was conducted with one English teacher and thirty-two students in a multilingual secondary school. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed thematically. Findings show that folklore-based ELT materials enhance engagement, support comprehension through culturally familiar narratives, and promote active participation. Students naturally employed translanguaging strategies to negotiate meaning and strengthen English learning. The integration of folklore also reinforced cultural identity and pride among learners. Overall, contextualizing ELT materials through local folklore proved highly effective in multilingual classrooms, fostering inclusivity, meaningful learning, and cultural awareness. These results highlight the importance of incorporating local narratives into ELT curricula to promote culturally sustaining pedagogy in linguistically diverse settings.
The Role of Gamification and Interactive Learning in Deep Learning for EFL Students
This study examines the impact of gamification and interactive learning on students’ achievement and engagement in English as a Foreign Language (EFL), alongside their perceptions of the learning environment. Employing a quasi-experimental posttest-only control group design, 60 eleventh-grade students at MAN 1 Samarinda were randomly assigned to an experimental group (gamification via Baamboozle) or a control group (conventional instruction). Data collection instruments included engagement observations, achievement tests, and Likert-scale perception questionnaires. Statistical analyses comprised normality and homogeneity tests, independent t-tests, and N-Gain calculations using SPSS. Results indicate that the experimental group significantly outperformed the control group (posttest means: 91.00 vs. 85.33, p=0.005) and exhibited higher engagement levels. Positive student perceptions were reported regarding motivation, teacher-student interaction, and learning atmosphere, though vocabulary development requires further focus. The integration of gamified elements with interactive learning promotes effective, meaningful, and engaging educational experiences. Continued application and adaptation of gamification strategies are recommended, with future research advised to explore long-term effects on communication skills.
The Effect of Canva-Based Learning Media on Students’ Learning Outcomes in Writing Procedural Texts
This study aims to evaluate the effect of using Canva-based learning media on students’ learning outcomes in writing procedural texts at the eleventh-grade level. The research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group. The participants consisted of two classes, XI A and XI B, totaling 58 students. Sampling was conducted through a purposive technique to ensure comparable characteristics between the two groups. Data were collected through observation, written tests, and documentation to measure students’ mastery of procedural text writing. The findings showed that the average score of the experimental class reached 85.68, while the control class obtained an average of 79.31. The hypothesis test produced a calculated t-value of 4.584, which was higher than the t-table value of 2.003, indicating a significant difference in learning outcomes between the two classes. These results suggest that Canva-based learning media effectively improved students’ ability to organize ideas, use appropriate vocabulary, and structure procedural texts coherently. The novelty of this study lies in the integration of Canva not merely as a visual design tool but as an instructional medium that supports writing skill development through creative, technology-enhanced learning experiences aligned with modern classroom needs.
Linguistic Representation of Women: A Study of Eight Varieties of Women's Language in Little Women Movie
Language not only reflects but also shapes societal roles, and in Little Women, the way women express themselves through language offers a powerful lens into their social realities. This study examines the linguistic representation of women using eight varieties of women’s language in the Little Women movie. The central problem of this research is to identify which features of women’s language are employed by the main female characters based on their social context. A qualitative descriptive approach was adopted, analysing data from the movie’s dialogues and its script. The analysis was grounded in Lakoff’s (1975) theory of women’s language features. The findings show that not all varieties of women’s language are employed by the main characters. Jo, the central character, utilized eight features, including lexical hedges (48.6%), empty adjectives (1.3%), intensifiers (8.5%), hypercorrect grammar (1%), rising intonation on declaratives (18.4%), and super polite forms (10.9%). Tag questions and precise color terms were not used. Furthermore, the use of these linguistic features is closely connected to the social conditions and gender roles in their society.
Gender and Motivational Orientations in Second Language Acquisition: Indonesian Undergraduates
Although gender differences in motivation to learn English have been widely investigated, findings remain inconsistent, particularly in the Southeast Asian context. Limited research has explored how male and female Indonesian students differ in their integrative and instrumental motivational orientations, especially within international learning settings. Therefore, this study aims to examine the relationship between gender and motivational orientations; integrative and instrumental towards English learning among Indonesian undergraduate students at Universiti Utara Malaysia. A total of 89 students from various academic fields participated in a survey using a modified version of Gardner’s Attitude/Motivation Test Battery (AMTB, 2004) comprising 20 items. The findings revealed that both male and female students showed high motivation in learning English, with males slightly more motivated than females. While female students demonstrated stronger integrative motivation and males stronger instrumental motivation, these differences likely reflect distinct social and learning orientations. The results suggest that in an English Medium Instruction (EMI) environment, both genders recognise English as essential for academic and professional success. Pedagogically, teachers should design activities that accommodate both motivational orientations—integrative tasks that promote interaction and cultural awareness for female learners, and instrumental tasks related to career goals for male learners. Understanding these orientations enables educators to create more balanced and motivating learning experiences. Future studies should further investigate how motivational orientations relate to learners’ English proficiency and academic achievement.
From Lyrics to Lexis: Exploring Students’ Perceptions of Modified English Songs in Vocabulary Learning
This descriptive qualitative study explores seventh-grade students’ perceptions of using modified English songs to enhance vocabulary learning at SMPN 3 Minasatene, Indonesia. The research was conducted over four weeks, during which data were collected through semi-structured interviews with three students selected via purposive sampling. The interviews were analyzed thematically following the procedures of data reduction, display, and conclusion drawing. The findings reveal that students viewed modified songs as engaging and helpful tools for learning vocabulary. Adapting song lyrics to match students’ proficiency levels helped them understand word meanings more easily, improve pronunciation, and apply new vocabulary in appropriate contexts. Moreover, the use of songs created a more enjoyable and motivating classroom environment, enhancing students’ confidence in learning English. These results suggest that integrating modified songs into vocabulary instruction can strengthen both linguistic and affective aspects of learning by providing meaningful, memorable, and student-centered language experiences. The study highlights the importance of creative instructional media for young learners and encourages teachers to incorporate modified songs as a practical approach to vocabulary development in English language classrooms.
Optimizing the Effectiveness of Students’ Health Communication Through Information Sources and Learning Factors
The integration of communication processes occurs when conventional and digital communication patterns are used simultaneously, allowing communication activities to take place both face-to-face and through mediated channels. This condition has become increasingly relevant as the need for health information grows more dynamic and is obtained from diverse sources. This study aims to analyze the direct effect of information sources on learning factors and the effectiveness of health communication, the direct effect of learning factors on the effectiveness of health communication, and the indirect effect of information sources on the effectiveness of health communication through learning factors. The main concepts examined in this study include information sources, learning factors, and health communication effectiveness. This research employed an explanatory quantitative approach involving 97 students from Grade X and XI at SMA Sejahtera 1 Depok City. Data were collected through a survey using a Google Form questionnaire and analyzed using multivariate analysis. The results indicate that information sources have a direct and significant effect on both learning factors and the effectiveness of health communication. Learning factors also have a direct and significant effect on the effectiveness of health communication. However, learning factors do not mediate the relationship between information sources and health communication effectiveness. Future studies are recommended to involve a larger sample size and adopt a mixed-methods approach to allow for comparative analysis, such as multi-group analysis.
Meta AI for High School Students: A Suitable Tool to Improve English Writing Skills
In the current digital era, the integration of artificial intelligence (AI) into education has significantly reshaped how students access and engage with learning materials. Among various innovations, AI-powered tools such as Meta AI have gained attention for their potential to assist students in developing essential language skills, particularly in English writing. As writing remains a fundamental yet challenging aspect of language learning, it is important to understand how students perceive the role of AI tools in supporting their academic progress. This study investigates high school students’ perceptions of Meta AI as an accessible and affordable platform for improving their English writing skills. Grounded in the context of the growing presence of AI in education, the study examines three core dimensions: accessibility, affordability, and perceived effectiveness in writing development. A quantitative descriptive method was used, employing a structured questionnaire administered to 78 vocational high school students in Samarinda, Indonesia. The findings indicate that most students find Meta AI easy to access and use, particularly across commonly used devices and in both school and home settings. Students also perceive the platform as cost-effective, reporting no need for financial investment or expensive equipment. In terms of writing support, students agree that Meta AI helps improve grammar, expand vocabulary, and organize ideas more clearly. However, some challenges were identified, such as limited functionality under slow internet conditions and mixed perceptions when comparing Meta AI to paid writing tools. This study suggests that Meta AI holds promise as a democratizing tool in English writing instruction, especially in resource-limited educational environments. The results underscore the importance of improving digital infrastructure and developing strategies to enhance user engagement for long-term learning benefits.
Moral Values Found in the Movie “Avengers 1&2” by Joss Whedon
This research aims to explore the moral values shown in two Marvel Cinematic Universe films: The Avengers (2012) and Avengers: Age of Ultron (2015). The study uses a qualitative descriptive method and content analysis to identify important moral messages in the characters’ actions, dialogues, and storylines. The results show that both films highlight key moral values such as teamwork, responsibility, selflessness, personal growth, and ethical decision-making. The Avengers often work together to solve problems, showing the value of collaboration. The theme of responsibility is seen in how their actions, especially the creation of Ultron, lead to serious consequences. Characters also show moral strength by making sacrifices for the greater good. Their struggles and growth reflect lessons about doing what is right. These values help the audience understand moral behavior and support character education.
Optimizing AI-Based Adaptive English Language Learning for Students with Special Educational Needs
This study investigates the design and implementation of an AI-based adaptive English as a Foreign Language (EFL) model for students with special educational needs (SEN) in a resource-constrained Indonesian special school. The research aimed to align adaptive technology with heterogeneous learner profiles and priority English competencies to enhance accessibility, engagement, and learning outcomes. A descriptive qualitative design with supportive quantitative elements was employed, combining classroom observations, semi-structured interviews with teachers and teaching assistants, analysis of individual education plans and curriculum documents, and learning analytics from an adaptive AI platform, collected across multiple SEN classes (N = 4 students and 3 teachers/assistants) over 16 weeks. The findings from the needs analysis confirmed substantial variation in cognitive levels, sensory modalities, and communication preferences, leading to the specification of target competencies in foundational vocabulary, basic oral interaction, and early literacy. The selected AI platform, configured according to Universal Design for Learning principles, delivered multimodal materials, adjustable difficulty, and locally meaningful scenarios within blended and station-rotation lesson structures. This architecture, organised into warm-up, AI-driven core tasks, and consolidation phases, was associated with increased on-task behaviour, more frequent oral participation, and higher completion rates of adaptive exercises. Learning analytics indicated progressive gains in accuracy and reductions in time-on-task, while enabling data-informed differentiation and strengthening teachers’ and assistants’ instructional efficacy. These results suggest that carefully localised and pedagogically orchestrated AI-based adaptive systems can support more inclusive and motivating EFL environments for SEN learners in low-resource, non-English-dominant contexts without displacing teacher professional judgement.
Students Perception of Culturally Relevant Pedagogy in English Language Learning in East Kalimantan
This research explores students’ perceptions of culturally relevant pedagogy (CRP) in English language learning to identify its benefits and challenges. CRP emphasizes integrating students’ cultural identities into the learning process to enhance understanding and engagement. This qualitative study involved 30 students from three different classes, with data collected through individual interviews and student reflection questionnaires, then analyzed using thematic analysis. The findings show that students generally have a positive view of CRP; they find it easier to understand the material and feel more motivated and emotionally connected when culture is involved. The main advantages are the relevance of the material to students’ lives and the use of cultural media such as movies and music. However, two key challenges emerge: cultural disconnect and limitations of traditional teaching methods that fail to address students’ diverse backgrounds. These results highlight the need for in-depth teacher training and the development of an inclusive, culturally informed curriculum to maximize the benefits of CRP in English language learning. The findings can guide teachers and curriculum developers to design lessons and materials that better reflect students’ cultural backgrounds and learning needs.
The Effect of the Numbered Heads Together Cooperative Learning Model on Students’ Learning Outcomes in Procedural Texts
This study was conducted to address the low learning outcomes of students in writing procedural texts, which are often caused using conventional and less engaging teaching methods. To overcome this issue, the Numbered Heads Together (NHT) cooperative learning model was implemented as a more interactive and collaborative alternative. The purpose of this study was to determine the effect of the NHT model on students’ learning outcomes in writing procedural texts for Grade VII students at MTs Al-Yusufiah Sidorejo. The research used a quasi-experimental design with a pretest-posttest control group design and was carried out over four meetings. The participants consisted of two classes: the experimental class, which received instruction using the NHT model, and the control class, which was taught using conventional methods. Data were collected through tests, observations, and questionnaires, and analyzed using a t-test to determine differences between groups. The results showed a significant improvement in the experimental group’s performance, with a posttest mean score of 83.6 compared to 72.1 in the control group, and a Sig. (2-tailed) value of 0.001 (p < 0.05). Observation data also indicated that students in the experimental class were more active, collaborative, and engaged in the learning process. Based on these findings, it can be concluded that the NHT cooperative learning model effectively enhances students’ writing performance, participation, and motivation in learning procedural texts.
Exploring the Content, Function and Dimension of Religiosity in the Stories of the Alang Ghosts and Dapow Ghosts of the Bengkalis Malay Community
This study aims to explore the content, function, and dimensions of religiosity in these stories. Alang of Ghost And Ghost of Dapow who live in the Bengkalis Malay community. The study used a qualitative-descriptive approach with a cultural hermeneutics method. Data were obtained through field observations, in-depth interviews with traditional leaders and local communities, and documentation of oral stories. Analysis was carried out through narrative analysis, social function analysis using Malinowski's functionalism approach, and interpretation of religiosity based on the theory of dimensions of religiosity, especially Fetzer's concept. The results show that the content of ghost stories represents the daily life of the Bengkalis Malay community, which is centered on family, home, and the domestic environment. Ghost of Alang It functions as a means of educating children to be disciplined, obedient to their parents, and maintain good health through the habit of sleeping on time. Ghost of Dapow function to instill the values ​​of cleanliness, neatness, hard work, and the belief that sustenance comes from God and is influenced by human behavior. Socially, ghost stories function as a tool of social control, a medium for moral and religious education, and a means of passing down cultural values ​​from generation to generation. The religiosity dimension is strongly reflected through the assertion that supernatural beings are not omnipotent and are subject to the will of Allah SWT, and that prayer, verses of the Quran, and religious practices are the main means of spiritual protection.