English Review: Journal of English Education

LEXICAL ERRORS AND FALSE COGNATES IN CROATIAN EFL LEARNERS: CHALLENGES AND PEDAGOGICAL IMPLICATIONS

Ivona Miličić — 2025-02-22

Lexical errors and false cognates pose significant challenges for Croatian learners of English as a Foreign Language (EFL), often leading to miscommunication and reduced linguistic accuracy. This study examines common lexical errors arising from direct translation, semantic misinterpretation, and interference from Croatian, with a particular focus on false cognates—words that appear similar in both languages but have different meanings. Using a mixed-method approach, data were collected through error analysis of student writing samples and teacher observations from Croatian EFL classrooms. The findings reveal that Croatian learners frequently misapply English vocabulary due to phonetic and semantic similarities with Croatian words, leading to errors that hinder fluency and comprehension. Additionally, the study explores how limited exposure to authentic English input and insufficient focus on lexical differentiation in curricula contribute to these errors. Pedagogical strategies such as contrastive analysis, explicit vocabulary instruction, and corpus-based learning are recommended to mitigate these issues. This research underscores the need for targeted interventions in Croatian EFL teaching to enhance lexical competence and foster more accurate language use among learners.

YOUTH LANGUAGE UNCOVERED: META-SYNTHETIC INSIGHTS INTO GEN Z AND GEN ALPHA SLANG

Veronika Deyanova Paoleti — 2025-02-22

This study aims to analyze the linguistic behaviors of Gen Z and Gen Alpha, focusing on their use of slang, the influence of digital platforms, and the broader cultural and societal implications of their language practices. A meta-synthetic research design was employed, synthesizing data from 30 academic articles, conference proceedings, and credible publications spanning 2016–2024. Thematic synthesis techniques were applied, including coding, categorization into thematic areas, and meta-synthesis to identify patterns and trends. Quantitative metrics, such as the frequency of slang usage on platforms like TikTok and Instagram, were also analyzed to examine inter-generational differences. The findings reveal that both generations use slang as a cultural marker, with Gen Z favoring socio-political expressions such as "no cap" and "woke," while Gen Alpha leans towards playful, meme-based phrases like "Skibidi" and "pog." Digital platforms significantly shape their linguistic behaviors, with TikTok fostering short-lived trends and Instagram blending slang with visual storytelling. Gen Z exhibits adaptability in integrating slang into formal and informal communication, whereas Gen Alpha faces challenges balancing slang usage with traditional literacy skills. The study also highlights the economic relevance of youth slang, as brands adopt generational language to engage audiences effectively. The study emphasizes the adaptive and expressive nature of youth slang, which serves as both a creative tool and a cultural identifier in the digital era. However, challenges such as maintaining traditional literacy skills and linguistic diversity warrant further attention. It is recommended that educators, policymakers, and marketers leverage these insights to bridge generational communication gaps, design effective learning strategies, and create relatable marketing campaigns. Future research should explore longitudinal studies and cross-cultural comparisons to deepen our understanding of the evolution and impact of youth language.

EXPLORING UNDERGRADUATE STUDENTS' PERCEPTIONS OF EFL SPEAKING CLASSES: INSIGHTS FROM SIX DIMENSIONS IN INDONESIAN HIGHER EDUCATION

Ihda Rosdiana — 2025-02-22

This study investigates the undergraduate perceptions over EFL speaking classes in six dimensions: general perceptions of speaking classes, anxiety, engagement and motivation, instructional strategies or methods, peer and teacher interactions, and assessment. This study employed a mixed-methods approach. The data were gathered from a 30-item Likert-scale survey questionnaire that was distributed to 40 undergraduate students of English Education Department, Faculty of teacher Training, Universitas pancasakti Tegal in the odd semester of the academic year 2024/2025. Using descriptive statistics and qualitative analysis, the findings indicate that students generally have positive views over the speaking classes attended, particularly valuing the instructional strategies like role plays and group discussions. However, anxiety stemming from fear of judgment and low self-confidence becomes a persistent challenge. In the dimension of engagement and motivation, the level was moderate as the activities linked to real-world situations and goal setting as a crucial part for maintaining interest. The study also highlights the importance of various instructional strategies to cope with varied learner needs, such as integrating technology-based tools like self-recorded videos and topic-specific vlogs. Moreover, peer and teacher interactions contributed a significant role to alleviate anxiety and to encourage communication, while the assessment approaches like peer and collaborative assessments were appreciated for self-reflecting and critical thinking. In general, this study emphasizes the needs of creative and innovative instructional strategies, a supportive and inclusive learning environment, and purposeful assessment to improve students’ speaking skills in EFL context of higher education. Future studies are recommended to evaluate the long-term effects of these strategies over various cultural settings.

THE INFLUENCE OF WORLD WAR II ON ENGLISH LITERATURE: A CRITICAL ANALYSIS OF ELIE WIESEL’S NIGHT

Irmak Metin — 2025-02-22

World War II profoundly influenced English literature, particularly through the emergence of Holocaust narratives that document trauma, survival, and moral ambiguity. Elie Wiesel’s Night is one of the most significant literary testimonies of the Holocaust, offering a firsthand account of the atrocities experienced in Nazi concentration camps. This study critically examines Night in the broader context of postwar literature, exploring its contributions to trauma representation, memory transmission, and ethical dilemmas. Through a meta-synthetic analysis of scholarly works, this research addresses three key questions: (1) How does Night contribute to the understanding of trauma and memory in postwar literature? (2) What are the key literary and ethical elements in Night that differentiate it from other Holocaust narratives? and (3) How has the reception of Night evolved in educational and literary discourse over time? Findings reveal that Night employs fragmented narration, silence, and minimalist prose to convey the ineffability of trauma, reinforcing its literary and psychological impact. Additionally, the memoir’s rejection of sentimentalism and its portrayal of survival as morally ambiguous set it apart from other Holocaust accounts. Over time, Night has transitioned from relative obscurity to a foundational text in Holocaust education and global memory studies, shaping discussions on genocide prevention and ethical witnessing. This study underscores Night's enduring relevance in literature, history, and ethics, advocating for continued scholarly engagement with its themes in contemporary discourse on trauma and human rights.

EFL STUDENTS’ PERCEPTION OF ETHICAL CONCERNS ON USING CHATGPT IN ACADEMIC WRITING

Arsen Nahum Pasaribu — 2025-02-22

In recent years, there has been an increased interest in the application of artificial intelligence (AI), namely ChatGPT, for educational purposes. However, EFL students' insights of the ethical use of using ChatGPT in academic writing remain unexplored. The purpose of this study is to reveal the EFL students' perspectives on the ethical use of Chat GPT in academic writing. Data were obtained from 54 EFL students who have taken academic writing course by using a Likert Scale questionnaire, with a focus on ethical issues such as plagiarism, academic integrity, over-reliance on ChatGPT, data biases, and unclear guidelines. The findings show that students significantly concerns about the ethical use of ChatGPT, though a small number remain unaware of these issues. The study recommends incorporating ethical education regarding ChatGPT into academic curricula. Lecturers or teachers should focus on helping students understand the ethical challenges related to the application of ChatGPT, such as plagiarism and bias. Additionally, clear guidelines for ChatGPT use in academic writing should be established to promote academic integrity and responsible ChatGPT use.

UNLOCKING POTENTIAL: THEME-BASED LEARNING TO IMPROVE NON-ENGLISH MAJORS’ READING AND WRITING SKILLS

Hedyan Putra — 2025-02-22

This study explores the effectiveness of theme-based learning in enhancing English reading comprehension and writing skills among non-English majors, specifically accounting students at the State Polytechnic of Ambon. Using a quasi-experimental pretest-post-test control group design, 50 fourth-semester students were divided into experimental and control groups, with the experimental group receiving 20 instructional sessions using the Theme-Based Model of Content-Based Instruction (CBI). The results demonstrated significant improvements in reading comprehension and writing skills in the experimental group, with 36% of students achieving "Excellent" scores in reading comprehension post-tests, compared to none in the pretest. Writing skills showed improvement across content, organization, grammar, word choice, and mechanics. Statistical analyses, including Paired Sample t-tests and regression analysis, confirmed the efficacy of this approach, which mainly benefited reading comprehension components like inference, sequencing, and vocabulary. At the same time, grammar and structure were pivotal in writing improvement. These findings highlight the importance of integrating theme-based learning into English curricula for non-English majors to address the gap between language proficiency and professional learning needs.

METAPHOR ANALYSIS IN THE HIKAYAT SI MISKIN AS CLASSICAL MALAY LITERATURE

Heni Subagiharti — 2025-02-24

Hikayat Si Miskin is one of the classical Malay literary works that is rich in cultural and moral values. In this work, the use of metaphors is one of the main tools to convey symbolic messages and enrich the aesthetics of the story. This study aims to analyze the metaphors contained in Hikayat Si Miskin using a semiotic approach and classical literary studies. This study found that the metaphors in this text function to describe the social struggle, religiosity, and dynamics of the main character's life. For example, "poverty" in the story not only describes the material condition, but also becomes a spiritual symbol for the journey towards awareness and devotion to God. In addition, natural metaphors, such as "sea" and "mountain," are used to represent the challenges of life that must be faced by the main character. This analysis shows that Hikayat Si Miskin not only stores narrative richness, but also offers insight into how classical Malay society understands life and universal values. The results of this study are expected to contribute to the study of classical Malay literature and broaden appreciation of the use of metaphors in the Nusantara literary tradition.

BRIDGING THE GAP: TEACHERS’ KNOWLEDGE AND APPLICATION OF AI-DRIVEN LEARNING PLATFORMS IN STEM-BASED ENGLISH LANGUAGE EDUCATION

Wahyunengsih Wahyunengsih — 2025-02-24

This study aims to determine teachers' knowledge level about AI-driven learning platforms in STEM education, to determine the extent to which language teachers apply AI-driven learning platforms in STEM education, and to see whether the level of knowledge, attitudes and readiness of teachers is balanced with its application. This study uses a quantitative and qualitative design or mixed method and applies a correlation approach. The participants of this study involved 33 English teachers in Indonesia. The results of this study conclude that the level of knowledge of language teachers on AI-driven platforms in STEM learning is still classified as intermediate. The application of AI-driven platforms in STEM learning for English teachers is also in the intermediate category. Language teachers have not yet entered the high level of application of AI-driven platforms in STEM learning, although a small number of teachers can reach this level. The correlation between teacher knowledge of AI-driven platforms in STEM learning is directly proportional to their application in learning practices. However, the data shows no correlation between teacher attitudes and readiness towards AI-driven platforms in STEM learning and the application of AI-driven platforms in STEM learning.

FLIPPED-BASED LEARNING FOR EFL STUDENTS: ENHANCING CLASSROOM INTERACTION AND AUTONOMY IN THE PANCASILA STUDENT PROFILE STRENGTHENING PROJECT (P5)

Intan Fachri Fassya — 2025-02-26

This study investigates the impact of flipped learning on classroom interaction and student autonomy among secondary school EFL students involved in the Pancasila Student Profile Strengthening (P5) project. A mixed-methods design was used, integrating both quantitative and qualitative data to gain a deeper understanding of the research questions. Data were collected through a survey and interviews. The survey, completed by 536 students, assessed students’ perceptions of flipped learning using the adapted Technology Acceptance Model (TAM). Data analysis was conducted using Rasch analysis, which helped identify outliers and assess the reliability of the survey instrument. Qualitative data, gathered from interviews with 10 students, were analyzed thematically to explore how flipped learning influenced students’ classroom interaction and autonomy. The findings indicate that flipped learning improves both classroom interaction and student autonomy, although challenges related to technology access and adapting to independent learning were noted. These insights offer valuable guidance for educators and curriculum developers aiming to implement flipped learning effectively in secondary education.

IMPLEMENTING DIFFERENTIATED INSTRUCTION IN INDONESIAN SECONDARY SCHOOLS: OPPORTUNITIES AND CHALLENGES FROM LANGUAGE TEACHERS

Syarifuddin Tundreng — 2025-02-26

The implementation of differentiated instruction (DI) is significant, as Indonesia's new curriculum emphasizes its role in enhancing student learning outcomes and accommodating diverse learning needs. This study employs a qualitative case study approach to explore the teachers’ understanding, benefits and challenges in implementing Di within language classroom. The research involved five teachers from three public secondary schools in Indonesia, all with a minimum of five years of teaching experience. Data collection encompassed multiple ways, including semi-structured interviews, classroom observations, and document analysis, following a thematic analysis framework. Findings revealed that while teachers recognized the benefits of DI in fostering student engagement and catering to diverse learning needs, they faced challenges such as time constraints for preparation, varying levels of student responsiveness, and difficulties in obtaining parental support, which hindered the overall effectiveness of instruction. This research contributes to the discourse on DI in education by highlighting practical insights for enhancing teaching practices and addressing the complexities involved in meeting diverse student needs.

POSTHUMANIST APPLIED LINGUISTICS: A TRANSPARENT ASSIGNMENT FOR WRITING RESEARCH PROPOSAL ABSTRACTS

Siusana Kweldju — 2025-02-26

Students had limited knowledge of posthumanism in applied linguistics. The assignment aimed to deepen their understanding while advancing academic and research skills. In the context of posthumanist thought, AI and chatbots are making digital technology increasingly essential in foreign language use and instruction. In posthumanist thought, machines are integral enhancements that merge with human cognition, expanding linguistic processing, multilingual interaction, and knowledge production. Pennycook’s concept of Posthumanist Applied Linguistics builds on this notion, challenging us to rethink cognition, language learning, and the interdependence of humans with nonhuman and technological entities. This study aims to discover whether doctoral students are prepared to conduct research within this emerging framework of applied linguistics. As part of the IKU 7 initiative, nineteen doctoral students enrolled in an advanced applied linguistics course were tasked with exploring this new perspective. They were guided through a transparent assignment design to develop research proposal abstracts. The design, rooted in inclusive pedagogy, ensures all students can learn by providing suitable conditions tailored to their unique needs. Quantitative analysis of the submitted abstracts revealed that students struggled to identify suitable research topics within this novel framework, due to a lack of practical knowledge in research methodology and limited understanding of posthumanist principles. Consequently, many students produced unclear titles and abstracts, with 11 out of 19 (over half) omitting the methodology section

GLOBAL TRENDS AND FUTURE PROSPECT OF DEVELOPMENTAL READING: BIBLIOMETRIC ANALYSIS

Husnul Khotimah — 2025-02-26

The purpose of this research is to present a comprehensive analysis of the literature on developmental reading. The Google Scopus database and Publish or Perish tools were utilized to identify relevant articles. A total of 111 articles, spanning from 2019 to 2024, were reviewed. The references were organized and summarized using Mendeley software. Using the VOSviewer program, the authors analyzed this database and categorized the articles into five groups. Cluster 1 consists of seven items (developmental study, developmental trajectory, difference, fluency, relationship), Cluster 2 includes five items (developmental perspective, developmental trajectory, difference, fluency, relationship), Cluster 3 comprises four items (Chinese child, dyslexia, training, word), Cluster 4 contains three items (adult, developmental disability, intellectual), and Cluster 5 encompasses three items (developmental relation, evidence, reading comprehension).

FROM BASICS TO EXPERTISE: LEVERAGING GOOGLE TRANSLATE AND CHATGPT FOR ENGLISH LANGUAGE LEARNING ACROSS ACADEMIC JOURNEYS

Berlin Insan Pratiwi — 2025-02-26

This study explores the use of language technology and AI tools, specifically Google Translate (GT) and ChatGPT, among first-year and final-year students at a private higher education institution in Kebumen. The study aims to identify differences and similarities in the use of these tools, focusing on how their usage varies based on academic stage and language-related needs. A descriptive qualitative approach was employed, with 121 students participating through fully completed online questionnaires. The study utilizes both closed- and open-ended questions to gather quantitative and qualitative data on AI usage patterns, which were analyzed through descriptive and thematic analysis methods. The results indicate that GT is more frequently used across both groups due to its ease of use, offering quick and direct translations, while ChatGPT is preferred for tasks requiring deeper understanding and more natural, context-sensitive translations. First-year students primarily use AI tools to translate unknown words and assist with basic comprehension of foreign language materials. In contrast, final-year students demonstrate a more diverse usage pattern, employing AI for tasks such as translating academic texts, understanding journal articles, and preparing for foreign language proficiency tests. Furthermore, the academic needs of the two groups differ significantly, with first-year students focusing on writing and grammar tasks, while final-year students rely more heavily on AI for research and advanced academic activities. The study contributes to the understanding of how language technology and AI tools impact academic life and offers insights into how these tools can be integrated into the educational process to meet the varying needs of students at different levels of study.

CULTURAL RESPONSIVENESS AND DIGITAL TOOLS IN LITERACY INSTRUCTION: INSIGHT FROM INDONESIAN HIGH SCHOOL TEACHERS

Lungguh Halira Vonti — 2025-03-01

Students’ literacy skill has become pivotal in the era of globalization for both academic and professional success. However, according to the observation, conventional teaching methods often fail to accommodate the cultural diversity of students and do not include essential 21^st – century skills. Moreover, lesson plans that integrate 21^st - century skills such as critical thinking, communication, collaboration, creativity, cultural awareness, and character development are vital for supporting students learning success. Referring to the principles of CRT and 21^st century education, this research explores the English teachers’ practices and challenges in integrating culturally responsive teaching (CRT) and digital tools in literacy instructions for senior high school students. The data was collected through a structured questionnaire highlighted current practices, barriers faced, and teachers’ preferences for module design. The interview session was also conducted to confirm the data from the documentation obtained in a form of lesson plan. The findings provide valuable insights for developing teaching materials that address these challenges while fostering critical thinking, creativity, and collaboration among students. Accordingly, the data will be able to provide the possible alternatives to include in teaching module for English teachers

MAPPING THE LANDSCAPE OF EXPLORATORY READING: A BIBLIOMETRIC ANALYSIS

Rahmad Yusup — 2025-03-01

The exploration of reading is pivotal for enhancing comprehension, fluency, and critical thinking. Despite its importance, discrepancies persist between theoretical models and practical applications in reading education. The objective of this study is to present a thorough review of the literature on exploring reading. Articles were searched using Publish or Perish with Scopus Database. The study analyzed 147 articles from 2019-2023. The Mendeley software is utilized to resume and manage references. The researchers applied to VOSviewer to review and identify articles. Seven clusters have been identified. Cluster 1 is comprised of seven items: academic vocabulary, influence, older adult, performance, reading comprehension, relationships, and self. Cluster 2 consisted 7 item: academic performance, children, online reading, poor reading comprehension, primary school student, research, and strategy. Cluster 3 consists of five items: college student, effectiveness, experience, feedback, and type. Cluster 4 consists of 5 items: achievement, adult, context, effect, and reading. Cluster 5 consists of 4 items: elt reading comprehension, factors, impact, and practice. Cluster 6 consisted of 4 items: adult reader, theory, vocabulary, and word reading. Cluster 7 consisted 3 item. Connections, knowledge, and roles.

COGNITIVE AND COMMUNICATIVE PRINCIPLES IN BANGKA MALAY TABOO LANGUAGES

I Nyoman Pasek Darmawan — 2025-03-01

Taboo language within the Malay Bangka community acts as a social boundary that regulates behaviors, preventing discomfort or negative outcomes. This study explores the underlying codes and principles behind the use of taboo language in this community, using Sperber and Wilson's Relevance Theory (1995) to discuss Cognitive and Communicative Principles. The primary data comes from the Bangka Malay community across Bangka and South Bangka Regencies, while secondary sources include various literary works. Data were gathered through listening (simak), interviews (cakap), and document analysis, and were examined using six steps of qualitative analysis. Triangulation was applied to ensure validity, with discussions involving traditional Malay culture experts (Lembaga Adat Melayu). The results of the study suggest that, based on the Cognitive and Communicative Principles, speakers use ostensive stimuli (i.e. particular signals or cues that are deliberately used to indicate that someone is trying to convey information), such as coded phrases like "nanti bengkak kemaluan" (your genital may swell), to guide listeners toward the intended message, ensuring optimal relevance. Additionally, urban myths, often attributed to supernatural forces like ghosts, are employed to reinforce the consequences of disobedience. From the lens of Relevance Theory, these phrases are effective, as they require minimal cognitive effort for listeners to understand and process the speaker’s message.

ENHANCING STUDENT WRITING HABITS WITH POE AI: A STUDY ON DIGITAL TOOLS FOR ACADEMIC SUCCESS

Bincar Nasution — 2025-03-03

The advent of advanced AI technologies has opened up new avenues for enhancing the learning process of writing. The present research investigates the potential of Poe AI as an instrument for fostering improved writing habits among students at the university level. This study employs an applied research technique approach to investigate the effectiveness of Poe AI in fostering writing skills, elevating writing quality, and reinforcing writing habits. Data were gathered through observations, interviews, and text analysis from 10 students who utilized Poe AI for a two-month duration. The findings suggest that Poe AI has the potential to be an efficacious instrument for cultivating consistent writing habits and enhancing writing quality in regard to coherence, grammar, and structure.

DESIGNING THE FISWR LEARNING MODEL: EMPOWERING ENGLISH LEARNERS THROUGH VOCABULARY MASTERY AND PEER COLLABORATION

Lamhot Naibaho — 2025-03-03

The recent Covid-19 pandemic has forced universities to quickly adapt to conditions requiring the modernization of their learning systems through technology. Alongside these demands, universities must also maintain or enhance students' academic achievements. This presents significant challenges due to various internal and external problems faced by institutions. However, universities have taken numerous steps to maximize their potential and improve academic outcomes. To address these challenges effectively, universities must implement immediate solutions. A key approach is the development of adaptable learning models that can be applied both online and offline. This research focuses on developing an English language learning model. The study employs a Research and Development (RnD) design and will be conducted at the Indonesian Christian University. The objectives of this research are: a) to empirically identify the learning models students need; b) to empirically assess the feasibility of these models from the perspective of relevant experts; c) to empirically evaluate the effectiveness of the developed models; and d) to empirically analyze students' perceptions of the developed models. The expected outcome of this research is the production of fully developed learning models that are ready for implementation in universities.

EFL STUDENTS' PERCEPTIONS OF AI SPEECH RECOGNITION IN PRONUNCIATION PRACTICE: THE CASE OF GOOGLE READ ALONG

Fitriana Kartika Sari — 2025-03-07

The study aimed to exploring students’ perception of implementing AI Speech Recognition to facilitate students’ pronunciation in EFL Students context. Quantitative and qualitative data were gained by applying a questionnaire and interviews. The study conducted at Non-English and English Study Program from four different Universities: Universitas Muhadi Setiabudi, Universitas Pancasakti Tegal, Universitas Pekalongan, and Universitas Jenderal Soedirman. Respondents in this study were 45 students from the English study program who joining the Pronunciation course and 75 non-English students who joining the English course. The result showed that students have positive perceptions of the use AI Speech Recognition in Google Read Along Application to facilitate English pronunciation learning. At the same time, students also stated that application's functionality may need to be supplemented with other learning tools for more comprehensive pronunciation training and the Google Read application would be more optimal if there was collaboration with the lecturer. In conclusion, the Google Read Along application is an effective tool for enhancing students' pronunciation skills and providing valuable feedback.

THE IMPACT OF AI QUILLBOT IN IMPROVING STUDENT WRITING ABILITY TO WRITE ARGUMENTATIVE ESSAYS

Yoga Pratama — 2025-03-10

The integration of Artificial Intelligence (AI) in language learning has transformed academic writing, particularly in English as a Foreign Language (EFL) contexts. AI-powered writing tools such as QuillBot offer real-time feedback, automated paraphrasing, and grammatical enhancements, potentially improving students’ writing proficiency. However, limited research explores the specific impact of QuillBot on argumentative essay writing in EFL classrooms. This study aims to examine the effectiveness of QuillBot in enhancing the writing skills of third-semester EFL students at Universitas Darma Persada, Indonesia. Using a quasi-experimental design, 60 students were divided into an experimental group (QuillBot-assisted learning) and a control group (traditional instruction). Pre-test and post-test essay scores were analyzed using SPSS 27.0 to assess improvements in structure, coherence, and grammar. The findings revealed that students using QuillBot showed significantly higher improvements in writing proficiency compared to those in the control group. The experimental group demonstrated enhanced argumentation, coherence, and grammatical accuracy, indicating that AI-assisted tools can be effective in fostering writing development. The study concludes that QuillBot is a valuable supplementary tool for EFL writing instruction, providing instant feedback and reducing students’ dependency on traditional teacher-led corrections. Educators are encouraged to integrate AI writing assistants into teaching methodologies to optimize learning outcomes. Future research should explore the long-term effects of AI-assisted writing on different writing genres and across diverse educational contexts.

ENHANCING EFL STUDENTS’ SPEAKING SKILLS AND ENGAGEMENT THROUGH TURN-TAKING STRATEGIES

Muhammad Andriana Gaffar — 2025-03-10

English communication skills are one of the 21st century educational skills demand to face the technological and industrial era. The previous studies have examined the influence of Turn-Taking Strategy (TTS) on speaking skill in the classroom, but no one has examined its influence on the issue of student engagement which is always being discussed recently. Hence, this study addresses the gap by investigating the effect of TTS through speaking skills and student engagement in EFL classroom. A total of 30 tenth grade students at SMK TPI Al-Ghoniyyah are divided into experimental and control groups using a non-random sampling approach with purposive sampling technique. This study used a quasi-experimental, non-equivalent (pretest and post-test) control group design. The researcher used observation sheet, speaking tests and documentation to collect the data and parametric statistical analysis which consists of testing requirements and hypotheses to analyse the data. The findings indicated that TTS positively influence students' speaking skills and engagement with a significance value of 0.00 ≤ 0.05. The mean difference values of experimental and control group were 3.20 and 18.20 higher than 1.00 and 3.07 showed the impact of TTS in fostering EFL student’s self-confidence, developing interactional competence, and overcoming engagement problems. The formation of positive characters and personality types of EFL student was revealed indirectly in this study.

EFL LEARNERS’ PERCEPTION ON INTEGRATING E-READING MODULE BASED ECO ELT IN EFL CLASS

Iin Widya Lestari — 2025-03-10

Environmental issues have emerged widely recognized as global issues in the world. Consequently, they have attracted significant attentions from various academic disciplines, all dedicated preventing further harm to the environment. Upon reflection, it becomes evident that these issues are intrinsically linked to the behavior, awareness, and actions of all communities. Therefore, English Language Teaching (ELT) has a unique opportunity to contribute by providing information and fostering eco-green awareness among learners. To achieve this, a comprehensive research project was undertaken at a university in Bojonegoro to investigate and examine the EFL learners’ perception on implementation of e-reading module based eco-ELT and how EFL learners perceive eco-ELT. This research used mixed method which present and analyze both quantitative and qualitative analysis. The research involved 45 EFL learners, and data was collected through questionnaires and interviews. The questionnaire encompassed various indicators related to the clarity and sustainability of the reading material, presenting reading materials based Eco-ELT themes, and ease of access. The data was analyzed by using data verification, scoring and calculating the percentage of each item and interpret the script of interview. The finding reveals that the majority of the EFL learners have positive perception and acceptance on the use of e-reading module based on eco-ELT in EFL class. The average score was about 50% EFL learners shows their positive perception on the implementation of e-reading module based eco-ELT. While, EFL learners view eco-ELT offers new insights in acquiring information about environment and comprehend reading material while doing the reading exercise. EFL learners imply eco-ELT can encourage them to practice green and sustainable lifestyle to save the earth. Dealing with the findings, eco-ELT can be taken into account as a new innovative approach to develop teaching and learning materials. Consequently, the learners not only acquire the knowledge but also enhance and encourage their characters to love nature.

LISTENING WITH A SMILE: HOW HUMOR ENHANCES STUDENT ENGAGEMENT IN EFL COURSES

Sisila Fitriany Damanik — 2025-03-11

The use of humor in English as a Foreign Language (EFL) classrooms has gained increasing attention due to its potential to enhance learning outcomes. Research has shown that humor can improve student motivation, engagement, and comprehension by reducing anxiety and creating a more relaxed learning atmosphere. However, little is known about the effectiveness of humor in EFL listening courses within the Indonesian context, particularly in hierarchical learning environments where teacher-centered instruction is dominant. This study aims to explore the perceptions of English Literature students at Universitas Negeri Medan (Unimed) regarding the use of humor in listening courses and to analyze its impact on motivation, engagement, and listening comprehension. The study employed a qualitative approach with a descriptive design, involving 56 students from two Intermediate Listening Comprehension classes. Data were collected through observations, questionnaires, and semi-structured interviews, and analyzed using thematic analysis. The results indicate that humor positively influences listening comprehension and enhances motivation and engagement. Students reported that humor made listening activities more enjoyable and increased their willingness to participate. However, cultural sensitivity, linguistic complexity, and the lack of structured training for lecturers were identified as challenges in implementing humor effectively. The findings suggest that incorporating contextually relevant humor into listening instruction can create a more engaging learning environment and improve student outcomes. Future research should explore the long-term effects of humor through experimental and cross-cultural studies to strengthen the understanding of humor’s role in EFL education.

FEMALE REPRESENTATION IN ENGLISH LEARNING BOOK : CRITICAL DISCOURSE ANALYSISES

I Gusti Ayu Vina Widiadnya Putri — 2025-03-10

This research aims to examine discourse components on the dynamics of female stereotype in texts. This research uses data taken from the Narrative text of an English textbook specifically designed for elementary school students in Indonesia. Books are considered a valuable source of scientific inquiry. This research uses a combination of data analysis techniques and field methods, especially by observations and interviews. The data collection strategy used in this research includes the use of questionnaires, interviews, and documentation of language forms contained in narrative texts in textbooks. The findings of this research show there are some aspects of discourse on the dynamics of female representation in students’ texts book, which include microstructure, macrostructure, and superstructure of the text. Microstructure includes grammatical components such as references, substitution, and conjunctions. The macrostructures are contained in context, circumstances, and culture that successfully represent women from different points of view. The superstructure of the text include orientation, complication and resolution. Data analysis reveals the prevalence of female stereotypes as evidenced by micro, macro, and superstructure.

MULTIMODALITY IN EXTENSIVE LISTENING: A CASE STUDY OF INDONESIAN EFL STUDENTS

Sherly Annisa Fitri — 2025-03-11

Listening comprehension is a crucial component of language learning, with extensive listening (EL) recognized as an eﬀective strategy for language learners. However, the majority of listening resources in classrooms are often limited to audio-only formats, presenting challenges for students. This study explores the potential of multimodality, defined as the combined utilization of various communication modalities, in enhancing the EL experience. Despite the increasing research on multimodality in language education, a notable gap exists in understanding how students perceive the combined use of multiple modes, especially in EL classes. This research employed a case study design involving EFL students in a public university in Indonesia. The study utilized course reflections which served as open-ended questionnaires, and semi-structured interviews to gather insights into students’ perceptions and challenges related to multimodal materials in EL instruction. The findings reveal that students generally find multimodality beneficial in understanding the context of EL materials. However, challenges arise when there are too many modes, leading to distractions and reduced eﬀectiveness. This research contributes to addressing the research gap and emphasizes the importance of examining students’ perceptions and challenges in the context of EL classrooms employing multimodality.

DEVELOPING ANIMATION VIDEOS AND GAME CARDS FOR TEACHING TELLING TIME IN ENGLISH TO FOURTH-GRADE STUDENTS

Ike Kurniawati — 2025-03-14

Changes in the curriculum in education affect how the implementation of existing learning, as well as in learning media, is needed as an effort to stimulate students' abilities in the learning process to be more effective and efficient. The purpose of this research is to develop animation video media and game cards on Telling Time material in English. This research uses the type of research and development with the ADDIE model. The research subjects were fourth grade students of Wates 01 Semarang State Elementary School. Data collection techniques used in this research are (1) interview; (2) observation; (3) questionnaire; (4) test; and (5) documentation. The instruments used are interview guides, documentation, needs questionnaires, media response questionnaires, pretest and posttest questions, and validation sheets conducted by 2 experts, namely media experts, material experts, and language experts. Data analysis techniques were carried out by normality test (Shapiro-Wilk), t test, and n-gain test. The results showed that animated video media and playing cards can improve student understanding and student learning outcomes in English. This result is evidenced from the average value on students there is an increase in small-scale learning outcomes pretest average value 58.3 and posttest average 86.8 then on a large scale pretest average value 57 and posttest average value 82.8. Then the results of the N-gain test on a small scale of 0.7512 and a large scale of 0.5925 which means the high and medium categories, can be concluded to be effective for use in learning. Therefore, it can be concluded that animation video media and game cards can be said to be a category worth using in an interesting learning process and can improve student understanding and learning outcomes.

DIGITAL IDENTITY CONSTRUCTION OF MOESLEM UNIVERSITY STUDENTS IN ENGLISH CLASSROOM

Ivo Dinasta Yanuar — 2025-03-15

This research aims to explore the digital identity construction of Muslim university students learning English through social media and its impact on their offline identity in the English classroom. Digital identity involves the use of social media platforms to express oneself, including through usernames, profile pictures, personal information, and followers. Muslim students develop complex identities by blending local cultural and religious values with global influences, using social media to showcase their English language skills. This qualitative study utilized semi-structured interviews with eight university students who are active on social media. The findings highlight those Muslim students often navigate between local and global identities, striving to present a balanced image online that aligns with their religious and social values. Furthermore, the study reveals a significant contrast between the digital identity they project on social media and the more formal identity they adopt in academic contexts, such as the English classroom. This research underscores the complexities of managing multiple identities in the digital age.

ENHANCING WRITING CREATIVITY THROUGH BLENDED LANGUAGE LEARNING: INSIGHTS FROM POETRY 5.0

Budiawan Budiawan — 2025-03-15

The study looks at using poetry 5.0 learning with blended language learning (BLL) to boost students' creativity and writing skills. A qualitative approach was taken, using virtual ethnography and classroom research, with data gathered through observations, interviews, and looking at student work. The findings show that BLL-based poetry 5.0 creates a lively and engaging learning space that encourages creativity, critical thinking, and emotional expression. Visual prompts and digital tools, especially Instagram, allowed students to connect personal experiences and get quick feedback from classmates and teachers. This method improved students’ ability to share ideas, think about social issues, and create unique poetry. However, the study encountered some issues like limited face-to-face interaction, which point out areas for teaching improvement. Overall, combining poetry 5.0 with BLL shows promise as a creative teaching method that meets the needs of society 5.0. More research is suggested to look into its use in different educational settings.

THE ROLE OF MULTIMEDIA IN ENHANCING KNOWLEDGE REPRESENTATION AND LEARNING OUTCOMES IN TRANSLATION EDUCATION

Anak Agung Istri Yudhi Pramawati — 2025-03-17

The application of multimedia in translation education enhances learning and knowledge representation. In this research, the application of animated video, infographic, and gamified translation application is applied to enhance students' performance and engagement in translation study. Using qualitative ethnographic strategies, including classroom observation and interviews, the study explores how multimedia technologies support translation learning. Results show that animated videos successfully visualize complicated translation techniques, text analysis, and cultural adaptation so that abstract theories become more clear. Infographics offer step-by-step, systematically organized descriptions of translation processes for reinforcement of learners' understanding. Gamified programmed like Duolingo and FluentU encourage active translation practice on the part of learners, while motivating them with fun activities and games. While these benefits are present, the study quotes challenges such as cognitive overload and surface learning danger in the event multimedia tools are not accompanied by structured instruction. The results emphasize the need for a balanced pedagogical approach, combining multimedia with conventional text-based instruction and discussion-based methods to maximize engagement and critical thinking.This research contributes to the discussion of multimedia in translation education, highlighting its pedagogical potential and limitations. Subsequent studies should explore the long-term impact of multimedia on translation ability and its adaptability in different learning settings

A SEMIOTIC ANALYSIS OF JERIENG TRIBE'S SEDEKAH GUNUNG TRADITION

Andri Fernanda — 2025-03-18

Myth is a story whose origin and author are unknown. The purpose of a Myth is to explain natural processes, the creation of the world, human races, traditional customs, political institutions, or religious rituals. In Pelangas Village, West Bangka, there is a tribe known as the Jerieng Tribe. This tribe has a tradition that is still practiced by its people, which the Sedekah Gunung tradition. This tradition is carried out every year to coincide with the 14th night full moon. Because the Sedekah Gunung ritual tradition is a traditional procession that cannot be separated from people's belief in myth, this research aims to analyze the representation of myth in the Sedekah Gunung ritual using semiotic theory by Charles Sanders Peirce. This research uses descriptive qualitative methods with data collection techniques in the form of a combination of interviews, observation, documentation. The results of this research found several ritual practices in Sedekah Gunung which symbolize the Jerieng Tribe's belief in the sacredness of the Sedekah Gunung ritual, belief in the myth of the symbiotic relationship between humans and nature through the practice of giving and receiving, as well as the respect and communication of the Jerieng Tribe towards nature through Sedekah Gunung.

EXPLORING THE TYPES AND CHALLENGES OF HEDGES AND BOOSTERS IN EFL STUDENTS’ ACADEMIC WRITING

Riza Merlinda — 2025-03-21

This study aims to explore the types based on Bal-Gezegin & Baş (2020) theory and the problems of hedges and booster devices used in the EFL students’ theses. This research applied a qualitative approach, specifically a case study, and the data analysis employed by Miles et al., (2014). The researcher used purposive sampling to determine the research. The participants were six theses and six EFL students at English Education Department of UNU Lampung who studied in 2018 and graduated in 2022. Furthermore, the researcher used a document checklist and interview to gather the data. The research found four types of hedges: modal auxiliaries, lexical verbs, hedging adverbs, and hedging phrases. There were six types of boosters, namely lexical verbs, boosting adverbs, modal auxiliaries, boosting adjectives, boosting nouns, and boosting phrases. Moreover, the problems faced by the students are the learner’s limited knowledge, improper grammar, lack of confidence, difficulty constructing phrases, insufficient experience, overuse, inadequate vocabulary, and misplaced vocabulary. the results pointed out that using hedges and boosters is crucial to help the students understand how hedges and boosters can be used for expressing claims or arguments in academic writing. In sum, this research improved the learners’ understanding of the nuances of academic communication. It highlighted the significance of students and researchers acquiring comprehensive of hedges and boosters.

ENHANCING STUDENTS' ARGUMENTATIVE WRITING THROUGH PROBLEM-BASED LEARNING AND CRITICAL THINKING SKILLS di artikel PDF

Moh Yamin — 2025-03-21

This study aims to investigate whether the students who are treated using problem-based learning (PBL) with critical thinking have better writing ability than the students who are treated not using problem-based learning (PBL) with critical thinking. The research design was quasi experimental. Solomon Three-Group Design was used because there were three groups conducted in this study to minimize the intervening variables that might affect the result of the study. MANCOVA was used for data analysis. The study result says that problem-based learning (PBL) with critical thinking taught to the students was effective to increase students’ writing ability. Their argumentative essay writings perform better in introduction (sig=0.00), main points (sig=0.01), critical thinking (sig=0.01), organization of (sig=0.03), style (sig=0.004), and mechanics (sig=0.03). This research is useful and meaningful for the teachers to use problem-based learning with critical thinking in teaching argumentative essay. For the next researchers who will research the relevant topic, this study result can be used for enriching their knowledge for researching argumentative essay, comparison and contrast essay, expository essay.

DEVELOPING AN INNOVATIVE ENGLISH GRAMMAR LEARNING MODULE TO IMPROVE WRITING SKILLS IN JUNIOR HIGH SCHOOLS

Leroy Holman Siahaan — 2025-04-15

Writing skills are one of the essential components in mastering a language, apart from other linguistic skills. Writing demands a profound understanding of language structure, particularly grammar. The current junior high school (SMP) curriculum integrates grammar materials into various learning modules, often causing students to be unaware that they are learning grammatical concepts. This development research aims to design an effective grammar learning module, with the hope to (1) facilitate students' understanding of grammatical concepts, (2) enhance student's writing skills with an emphasis on grammatical aspects, (3) assess the suitability of the learning module with the writing learning needs at the junior high school level, and (4) obtain feedback from educators and students regarding the implementation of the module in schools in Bekasi City. This research adopts the Research and Development (R&D) model following the 4-D model stages: definition, design, development, and dissemination. Data collection was conducted through interviews and questionnaires. Experts in content, media, and language performed module validation. The research results indicate that the implementation of the grammar learning module can have a positive impact on improving students' writing skills, as reflected in the increased writing test scores.