JOLLT Journal of Languages and Language Teaching
Journal title JOLLT Journal of Languages and Language Teaching Initial jollt Grade SINTA 2, decree No. 79/E/KPT/2023 Citation Analysis Google Scholar Frequency 4 issues per year (January, April, July, and October) DOI Prefix 10.33394 by ISSN 2338-0810 (Print) | 2621-1378 (Online) Editor-in-chief Lalu Ari Irawan (laluariirawan@undikma.ac.id) Publisher Universitas Pendidikan Mandalika Indexed <a href="https://doaj.org/toc/2621-1378?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222338-0810%22%2C%222621-1378%22%5D%7D%7D%2C%7B%22term%22%3A%7B%22_type%22%3A%22article%22%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22_source%22%3A%7B%7D%7D" target="_blank" rel="noopener">DOAJ |GARUDA|SINTA |DIMENSIONS |BASE JOLLT is an open access journal which provides immediate, worldwide, barrier-free access to the full text of all published articles without charging readers or their institutions for access. Readers have the right to read, download, copy, distribute, print, search, or link to the full texts of all articles in Journal of Languages and Language Teaching. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The aim of this Journal is to promote a principle approach to research on languages and language teaching by encouraging enquiry into relationship between theoretical and practical studies. JOLLT welcomes contributions in such areas of current analysis, as follows: First, Second, and Foreign Language Teaching and Learning; Language Testing; Language Planning; Multilingualism and Multilingual Education; Classroom Discourse Analysis; Translation; Syntax; Semantics; Sociolinguistics; Morphology; Psycolinguistics; Second Language Acquisition; Literature in Teaching; Curriculum Design of Language Teaching; and Material Development in Language Teaching.
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Exploring the Use of AI in Text Generation and Writing Assistance Among Junior High School Students in the Philippines
This study explores the utilization of Artificial Intelligence (AI) for text content generation and writing task assistance among junior high school (JHS) students in a private school in the Philippines. Employing a quantitative survey research design, data were gathered through an online questionnaire and analyzed using means, t-test, and ANOVA. Results revealed that students exhibited low utilization of AI for text content generation (M = 2.42), primarily due to concerns over academic dishonesty, information accuracy, and risk to grades. Conversely, moderate utilization (M = 2.59) was observed in using AI for writing task assistance, such as grammar checking, idea expansion, and feedback—indicating students’ preference for AI as a tool to enhance, rather than replace, their own work. A significant gender difference (p = 0.0150) was found in text generation, with males using AI more than females, while no significant difference (p = 0.3593) emerged in writing assistance. Grade-level comparisons showed low utilization across all levels for text generation, but significant differences (p = 0.0011) in writing assistance, with higher grade levels showing more frequent use. Findings highlight the need for clear school-wide AI policies and structured guidance to support students in responsibly integrating AI into academic practices. School administrators should establish clear policies, provide A.I. literacy programs, and ensure equitable access to foster ethical and effective use of A.I. in education. Teachers must model responsible engagement with A.I., integrate discussions of its limitations and biases into lessons, and guide students in using it as a learning aid rather than a shortcut. Students are encouraged to verify information, maintain academic integrity, and treat A.I. as a supplement to their own critical thinking and effort. This study fills gaps in existing literature by providing information and analysis about differences in A.I. use among students of varying grade levels, particularly for English writing tasks.
Copyright (c) 2025 Adeva Jane -- Esparrago-Kalidas, Lea Lilibeth B. Emata, Sittie Aleah C. Macaponggis, Warren J. Galon, Christoff Andrew R. Velano, Ali Abdullah B. Moxcir, Angelique D. Goyeneche, Ella V. Tulner, Yerim S. Cha https://creativecommons.org/licenses/by-sa/4.0
A Needs Analysis of Basic Reading Instruction for University-Level EFL Students
Essential for EFL students are basic reading skills, including letter recognition, word decoding, and comprehension of phrases. Learners struggle with more difficult materials and participate actively in class discussions without honing these abilities. This study aims to investigate EFL students’ needs analysis of basic reading instruction. This descriptive qualitative research design was used with the 2nd semester students of the English Language Education Study Program of Universitas Cenderawasih as the subjects of this research, using in-depth interviews and non-participant observation as data collection tools, and having 19 students as the respondents. Based on the interviews with 19 EFL students, most of them find textbook-based reading materials repetitious and devoid of visual aids, with culture, education, health, and sport. They were interesting, relevant materials that they enjoyed more. Particularly in science and academic writing, students find difficulty with longer passages, foreign vocabulary, and challenging books. They said they prefer digital resources to help understanding, including interactive exercises, audiobooks, and vocabulary lists. These findings underline the importance of level-appropriate, interesting reading materials as well as the usage of multimedia tools to assist different learning requirements. This study concludes that EFL students find challenges with standard, textbook-based reading materials, which emphasize the need for analysis for more relevant, interactive, and visually accompanied content to better fit their interests and improve reading comprehension and enthusiasm. The study recommends utilizing various reading materials, contextualized subjects, and needs-based scaffolding to improve engagement and understanding in curriculum development. EFL programmes can help learners improve their language skills.
Copyright (c) 2025 Maximus Leonardus Nemo, Yulini Rinantanti, Yan Dirk Wabiser, Niko Kobepa, Amelia D. Sobolim https://creativecommons.org/licenses/by-sa/4.0
Address Terms and Addresser-Addressee Relations in Javanese Morning Greetings
Greetings are always discussed in terms of sociolinguistics, semantics, pragmatics, and communication separately; however, this paper attempts to examine holistic perspectives. The research is especially aimed at discussing Javanese morning greetings which remain important and crucial in the modern era and technology that any Javanese speakers do not switch to using Indonesian or other international languages in communication. This research is qualitative in which data were retrieved from four online websites and four contributors. The population was 130 written utterances, and of that amount, 39 ones were taken as samples using purposive sampling. Data collection was carried out from November 2 to 10, 2022 involving online observation and data were analyzed descriptively. The research shows that, referring to social interactions, morning greetings keep Javanese away from individualism or individualist characteristics and the addressers assume the addressees understand Javanese. Morning greetings have high speech level or high Javanese (kromo inggil) and are not influenced by weather and routine. Only harmony and respect play a role since greetings are written in high speech level. All addressers also assume they feel “at homes” by the use of native language. Kinship titles and names are unavailable or Ф and do not relate to region difference, and sex and race variation. About mode of communication, all greetings use visual channel and involve anonymous addressers and addressees. The addressees’ reception cannot be measured and the greetings fall under linguistic, but not interactional, routines and consist of ‘recounting of one’s mission’ (without apology, gratitude, and thanksgiving as well as non-verbal behavior). It is concluded morning greetings symbolize the honor and do not always specify words concerning the attributes of participants, except the occupation and socioeconomic status, and are not preceded by God’s blessing or shouts.
Copyright (c) 2025 Muhammad Ali Pawiro, Risnawaty Risnawaty, Annim Hasibuan, Dedy Suhery https://creativecommons.org/licenses/by-sa/4.0
An Empirical Investigation of EFL Teachers’ Digital Competences and Its Pedagogical Application
In an increasingly digital age, the integration of technology into education has become imperative, particularly in the domain of English language teaching. This study focuses on evaluating the digital competence of Junior high schools English teachers, with a primary emphasis on their proficiency and efficacy in utilizing digital tools within their teaching practices. Utilizing a qualitative research methodology, the study employed a combination of questionnaires and semi-structured interviews to assess teachers' digital skills. The study explored six core competence areas as delineated by the Digital Competence Framework for Educators (DigCompEdu), which include professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners' digital competence. The analysis revealed that English teachers demonstrate commendable digital competence, predominantly classified as "Integrators" in five of the six DigCompEdu domains, and as "Experts" in the Empowering Learners domain. More experienced teachers showcase superior skills in personalizing learning and utilizing diverse digital tools like WhatsApp, Google Forms, Canva, and TikTok. Conversely, less experienced teachers primarily rely on conventional tools, highlighting the need for effective mentorship and structured guidance. The findings have significant implications for school leaders, policymakers, and teacher education institutions, advocating for mentorship systems, enhanced professional development programs that integrate pedagogical strategies, and practical training in adaptive digital resource development. Ultimately, this study emphasizes the necessity of ongoing support to foster sustainable digital competence in educators, contributing to the global discourse on digital pedagogy in 21st-century education.
Copyright (c) 2025 Fera Salsabila, Soni Mirizon, Machdalena Vianty https://creativecommons.org/licenses/by-sa/4.0
Developing Language Study Textbooks: An Effort to Understand Discourse Theory Using Basic Literacy Based on Problem Solving Model
Discourse material and discourse theory are two different studies, but both are important to be mastered by students of the Elementary School Teacher Education Study Program (PGSD) as provisions for becoming professional teachers. The results of the assessment through the ujian.ac.id application show that the average score of students' understanding of discourse theory has not yet reached completion. Based on the needs analysis, it is necessary to develop an Indonesian Language Study textbook as a contextual learning resource that also functions as basic literacy material through habituation, development, and learning activities. This study aims to: describe the results of the textbook validation test, and describe the results of the textbook effectiveness test. The study used the Research and Development (R&D) method of the Borg & Gall model which was simplified into seven stages. The validation results by material experts obtained an average score of 4.27 with the category "very good". The effectiveness test was carried out in two stages, namely small scale and large scale, involving two learning classes that had equivalent characteristics. Based on the results of the large-scale effectiveness test, an increase in learning outcomes of 0.70 was obtained with a moderate category. The novelty of this study lies in the integration of basic literacy in problem-based learning that encourages students to be active and effective in the learning process. Thus, the Indonesian Language Study textbook is effectively used to improve the understanding of discourse theory of PGSD students through the involvement of basic literacy in problem-based learning. Students become more active and are able to utilize learning time effectively through literacy activities facilitated by the developed textbook. The contribution of this research lies in providing PGSD students with a practical and contextual learning resource that not only strengthens theoretical mastery but also enhances critical literacy practices essential for future teachers.
Copyright (c) 2025 Panca Dewi Purwati, Nur Ummi Afifah https://creativecommons.org/licenses/by-sa/4.0
Pre-service English Teachers’ Perceptions of Artificial Intelligence (AI) in Project Based Learning in Teaching English for Young Learners
This study investigates how pre-service teachers specializing in Teaching English to Young Learners (TEYL) perceive and utilize Artificial Intelligence (AI) tools within Project-Based Learning (PBL), a context that remains underexplored in teacher education research. While AI adoption in education is growing, little is known about its role in supporting pre-service teachers’ creativity, pedagogical decision-making, and reflective practice in TEYL settings. To address this gap, a sequential explanatory mixed-methods design was employed, combining a survey of 50 Indonesian pre-service TEYL teachers with follow-up interviews with six purposively selected participants. This design was chosen to capture broad patterns of perception and then enrich them with contextualized insights. Data were collected using a questionnaire grounded in the Technology Acceptance Model (TAM) and semi-structured interviews, with quantitative analysis conducted through descriptive statistics and qualitative data analyzed thematically. Findings indicate high acceptance of AI, with participants valuing its ease of use and positive contribution to project work, particularly in brainstorming ideas and supporting design. At the same time, concerns emerged regarding overreliance, reduced critical thinking, and occasional unreliability of AI-generated content. These results highlight both the opportunities and risks of AI integration in TEYL teacher education. The study concludes that teacher education programs should embed AI literacy, promote reflective pedagogy, and design scaffolded PBL activities that balance technological support with the development of creativity, ethical awareness, and learner autonomy.
Copyright (c) 2025 Soviyah Soviyah https://creativecommons.org/licenses/by-sa/4.0
The Use of Social Networking Sites (SNSS) in EFL Secondary Education: A Systematic Review
This study provides a comprehensive systematic review of the integration of five major social networking sites (SNSs)—Facebook, YouTube, WhatsApp, Instagram, and TikTok—within secondary English as a Foreign Language (EFL) education. Using the Harzing Publish or Perish software, over 1,500 journal articles published between 2018 and 2023 were screened, with 87 meeting the inclusion criteria for in-depth analysis. The findings reveal a growing research interest in this area, with an average effect size of 1.792, indicating a significant impact. YouTube emerged as the most frequently examined platform, featured in 36 studies, while the SNSs overall were applied in diverse ways, including as media resources, learning management systems (LMS), discussion forums, and platforms for content creation. Results suggest that SNS integration can enhance learner engagement, promote student-centered and blended learning, and foster both language proficiency and digital literacy through interactive and creative practices. Future research should investigate the comparative effectiveness of different platforms, assess their long-term contributions to EFL education, and consider emerging trends such as GenAI-based applications.
Copyright (c) 2025 Urai Salam, Cyntia Apriska, Yanti Sri Rezeki https://creativecommons.org/licenses/by-sa/4.0
One Goal, Many Roads: Investigating Individual Differences in L2 Willingness to Communicate Among University Freshmen
This study examines the influence of Individual Differences (ID) on freshmen’s L2 Willingness to Communicate (WTC) in English as a Foreign Language (EFL) learning context. The study you provided explores the role of ID in determining WTC in EFL learners, emphasizing how these differences affect language proficiency and communicative competence. The main gap addressed in this study is the lack of focus on personalized language learning strategies that take into account individual differences in WTC and proficiency among EFL learners The study employs a qualitative method, data were collected through questionnaires for selective the participants by using the purposive sampling and semi-structured interviews were driven with the selected participants. The result has showed that factors such as self-confidence, motivation, language anxiety, classroom atmosphere, and peer support significantly shaped students’ WTC. Students with positive self-perception and supportive environment were likely have the L2 willingness to communicate in English. On the other hand, anxiety, fear of making mistakes, and unsupportive settings hindered participation. An effective strategy identified was personal preparation that gradually facilitated the students to the speaking opportunities and fostering a supportive and non-judgmental classroom environment. The research highlights the importance of considering individual learning characteristics in designing communicative language learning strategies to improve students speaking confidence and language acquisition outcomes. The further implications of teaching and learning process should be more open to facilitate student’s IDs and to be more personalized.
Copyright (c) 2025 Hilarius Raditya Priambada Purba, Sarah, Theodesia Lady Pratiwi, Pandu Prasodjo, Leil Badrah Zaki https://creativecommons.org/licenses/by-sa/4.0
The Use of Conversational Implicature and Speech Acts in Tema Indonesia Youtube Channels
This study aims to describe the use of conversational implicature and types of speech acts in informal conversations in five episodes of the Tema Indonesia YouTube channel, namely DPN, Comedy Buddy, Gegerrr, Sekolah Ngawur, and Pods Tema. This study uses a qualitative descriptive approach with an interactive model data analysis technique from Miles and Huberman (1994). The theories used are Searle's Speech Acts Theory (1969) and Grice's Conversational Implicature Theory (1975). The results of the study showed that 30 conversational implicature data were found, consisting of 53% particularized conversational implicature and 47% generalized conversational implicature. Most of the utterances are expressive speech acts that function to convey social criticism, emotional evaluation, and light satire. In addition, representative and directive speech acts were also found, although with a lower frequency, functioning to provide information and suggestions in a subtle manner. No commissive or declarative speech acts were found in the data. These findings suggest that communication in Tema Indonesia is reflective, critical, and entertaining, relying on humor and implicature to strengthen the audience's emotional engagement and encourage active interpretation of implied meanings. This research confirms that digital communication not only forms entertainment, but also a space for social and political discussion packaged in a light-hearted style.
Copyright (c) 2025 Yasir Mubarok https://creativecommons.org/licenses/by-sa/4.0
Examining Factors Influencing Language Acquisition Success in Indonesian Multilingual Classrooms
This study examines the predictors of language acquisition success in Indonesian multilingual classrooms through the lens of major language acquisition theories, particularly social interactionist and cognitive perspectives. A quantitative approach was adopted, employing secondary data analysis from standardised language assessments of 100 secondary school students. Multiple regression analysis was used to explore the predictive effects of key variables, including socioeconomic status, prior academic performance, motivation, prior language exposure, cognitive abilities, and classroom teaching methods. Findings reveal that motivation, prior exposure, cognitive abilities, and collaborative learning strategies are stronger predictors of language proficiency than socioeconomic background. Moreover, informal learning environments and community support significantly enhanced students’ language development, underscoring the value of social interactionist perspectives. These results challenge the prevailing assumption that socioeconomic status is the primary determinant of language success and instead emphasise context-specific and learner-driven factors. The study highlights practical implications for language educators and policymakers: designing integrated curricula that combine formal and informal learning opportunities, prioritising motivational and collaborative teaching strategies, and developing early predictive models to identify at-risk learners. By reframing the predictors of language success, this research provides actionable insights for advancing multilingual education policy and practice in Indonesia and beyond.
Copyright (c) 2025 Moses Adeleke Adeoye https://creativecommons.org/licenses/by-sa/4.0
The Doctoral Journey of a Yemeni Student in Indonesia: A Narrative Inquiry into the Experiences of Pursuing English Language Education
The internationalization of higher education has generated unique opportunities for cross-cultural doctoral experiences; however, notable gaps exist in understanding the experiences of Middle Eastern students within Southeast Asian academic environments. Yemeni students pursuing advanced degrees in Indonesia, particularly in English Language Teaching programs, have been largely overlooked in international education research despite the increasing trends in educational migration. This research examines the experiences of Yemeni doctoral student enrolled in English Language Teaching programs in Indonesia, employing a narrative inquiry methodology. A qualitative narrative inquiry method was employed, using semi-structured interviews conducted with a 33-year-old Yemeni doctoral student enrolled at Universitas Negeri Malang. The analysis of data utilized the Labov framework, focusing on the components of abstract, background, key events, outcome, reflection, and closing statement. Findings indicated strategic patterns of academic mobility, wherein students utilized prior educational experiences to facilitate systematic academic advancement. Cultural identity has emerged as a catalyst for academic excellence, challenging deficit-oriented perspectives in the literature on international education. Students encountered various challenges across linguistic, temporal, and cultural domains, necessitating ongoing adaptation strategies. The study concludes that Indonesia is an effective destination for Middle Eastern doctoral candidates when comprehensive institutional support systems are in place. These findings mandate immediate policy interventions requiring universities to implement culturally responsive supervision frameworks, establish specialized support infrastructures, and develop assessment protocols measuring institutional effectiveness in fostering international doctoral success across diverse demographic populations.
Copyright (c) 2025 R Muhammad Satria Gyas Mustagis https://creativecommons.org/licenses/by-sa/4.0
Exploring Speech Strategies in Directive Speech Acts in Contemporary Indonesian Novels
One prominent type of speech act found in communication and literary texts is the commanding speech act. This type of speech act consists of utterances that express commands, often characterized by imperative sentence structures. Commanding speech acts are commonly found in prose literary works, including novels. Therefore, this study aims to analyze speech act strategies in contemporary novels with themes of urban adolescent life, focusing on the distribution of speech act types, the relationship between the speaker and listener, and the pragmatic functions of the utterances. The study applied a qualitative study using observation and note-taking techniques to analyze dialogue data from the novels' characters. Data were collected from three novels: Hanna, Transit, and Malioboro at Midnight. The analysis results show that direct, no-nonsense strategies are the most dominant type, followed by direct strategies with positive politeness and direct strategies with negative politeness. Indirect or ambiguous strategies are rarely used, while internal monologue strategies are not found. The choice of speech act strategies is influenced by relational closeness and social hierarchy, with the context of equal status and familiarity being predominant. Speech act strategies support the narrative by strengthening character relationships, creating tension, or introducing humor, ultimately enriching the reader's experience in understanding the conflicts and dynamics of the characters' interactions. This research contributes to pragmatic studies, particularly in understanding speech act strategies in contemporary literary works.
Copyright (c) 2025 Winda Putri Rejeki, Ngusman Abdul Manaf https://creativecommons.org/licenses/by-sa/4.0
A Quantitative Analysis of Research Trends and Thematic Development in Derivational Morphology
Derivational morphology is crucial for understanding the organization of language and dynamics of vocabulary expansion. Despite extensive research in this area, a data-driven analysis of research trends and thematic development has been lacking. This study aims to address this gap by employing a scientometric approach to analyze publications on derivational morphology from 2014 to 2024. Utilizing the Scopus database, a corpus of 370 English-language publications was compiled and analyzed using VOSviewer software. The findings reveal a steady growth in yearly output, with an average of 34 publications per year. Network visualization of keyword co-occurrence identified five prominent thematic clusters: (1) core morphological concepts (22.78%), (2) morphology-semantics interface (20.14%), (3) morphology-syntax interface (19.44%), (4) psycholinguistic perspectives (18.06%), and (5) cognitive aspects of word recognition (14.58%). Collectively, these cluster illuminate the evolving landscape of derivational morphology research, highlighting key areas for future investigation, particularly at the interfaces with semantics, syntax, and cognition. The study’s findings therefore offer guidance for shaping future research trajectories and developing comprehensive morphology curricula that reflect the field’s nature.
Copyright (c) 2025 Danang Satria Nugraha https://creativecommons.org/licenses/by-sa/4.0
ChatGPT-Based Reflective Feedback to Improve EFL Graduate Students’ Academic Writing for Publication
This study investigates the use of ChatGPT-based reflective feedback to enhance academic writing among graduate's students in English as a Foreign Language (EFL) programs. With the increasing interest in AI tools for improving writing skills, the research examines ChatGPT's effectiveness in providing personalized, immediate feedback on students' drafts. Utilizing a case study design, the study focuses on 20 graduate graduate students and employs pre- and post-writing tests, reflective journals, qualitative surveys, and interviews to assess the impact of ChatGPT feedback on writing performance and perceptions. The findings indicate significant improvements in writing quality, particularly in areas such as essay organization, grammar, vocabulary, argumentation, coherence, clarity, and engagement after integrating ChatGPT feedback. Descriptive comparisons revealed noticeable gains in average scores, such as grammar (from 78 to 88), coherence and flow (66 to 87), and clarity and conciseness (60 to 80), with more modest gains in argumentation and critical analysis. While reflective journals and interviews revealed that students found the feedback process empowering, fostering greater learner autonomy and self-regulation. Students expressed appreciation for the immediate nature of the feedback, which allowed them to make timely revisions. However, challenges arose in interpreting and applying complex feedback, especially concerning higher-order writing skills like argumentation and critical analysis. The study suggests pedagogical implications for integrating AI feedback in EFL classrooms, emphasizing a hybrid feedback model that combines AI and human input to meet diverse learner needs. Further research with individual-level data and statistical testing is recommended to validate these outcomes. These findings highlight the potential of AI-assisted tools like ChatGPT to complement human instruction, personalize learning, and support the development of academic writing skills in diverse educational settings.
Copyright (c) 2025 Nunung Nurjati, Nukmatus Syahria https://creativecommons.org/licenses/by-sa/4.0
Examining the Role of AI-Powered Writing Assistants in Enhancing Critical Thinking In EFL Academic Writing
AI-driven writing assistants in EFL classrooms have revolutionized academic writing pedagogy, offering students immediate feedback on grammar, coherence, and organization. Although AI tools have demonstrated efficacy in improving linguistic precision, their influence on developing critical thinking remains ambiguous, especially among varying competency levels. Current study predominantly emphasizes AI's impact on grammatical corrections, although there is a paucity of knowledge on its effect on higher-order cognitive involvement, including argumentation and reasoning abilities. This study examines the interaction between EFL students and AI feedback, assessing its impact on promoting or obstructing critical thinking. The study reveals that, through examining pre-test and post-test writing evaluations, student reflections, and AI feedback patterns, lower-proficiency students (B1) predominantly depend on AI for superficial adjustments. In contrast, advanced learners (C1) interact with AI-generated ideas more critically. Nonetheless, AI's constraints in assessing argument strength and logical reasoning demonstrate that it cannot entirely supplant human feedback. These findings indicate that AI should be deliberately integrated with teacher support to optimize its advantages while reducing over-dependence. Future studies should investigate AI-human hybrid feedback models to improve language proficiency and critical thinking skills in academic writing.
Copyright (c) 2025 Muhammad Tahir, Andi Sahtiani Jahrir, Andi Asrifan, Ariatna Ariatna https://creativecommons.org/licenses/by-sa/4.0
Unpacking the Kurikulum Merdeka in Acehnese Schools: Implementation and Challenges in Foreign Language Education
This study investigates the implementation of the Kurikulum Merdeka to improve students' foreign language proficiency and examines the challenges faced by language teachers in its application within Acehnese schools. The selected schools represent diverse geographical contexts, including urban, suburban, and boarding schools, allowing for a comparative analysis of implementation strategies. In-depth, semi-structured interviews with ten foreign language teachers (English and Arabic), school principals, and staff provided qualitative data, supplemented by field notes, class discussion transcriptions, and textbook reviews. Findings show disparities in curriculum implementation by school type and location, with challenges including limited resources, insufficient training, and complexity, especially in under-resourced schools. However, the curriculum's student-centered, goal-oriented approach is seen as transformative for language classrooms. This study contributes to the literature on curriculum implementation and language education as well as providing insights for educational policymakers. It also provides practical recommendations for improving the integration of the Kurikulum Merdeka in Acehnese schools and ensuring its successful adoption in language education.
Copyright (c) 2025 Faizatul Husna https://creativecommons.org/licenses/by-sa/4.0
Addressing Zero Equivalence in Tshivenḓa-English Terminology: A Qualitative Study
This research addresses the challenge of zero equivalence in Tshivenḓa-English financial terminology by investigating the word-formation processes employed to develop financial terms from English into Tshivenḓa. Inaccurate or inconsistent financial terminology continues to hinder effective multilingual communication in South Africa’s financial sector. Although some research has examined terminology development in African languages, there remains a notable gap concerning the specific linguistic strategies used, especially in under-resourced languages such as Tshivenḓa. This qualitative research involved semi-structured interviews with ten Tshivenḓa language practitioners, all of whom are experienced terminographers. The data collected were analysed using thematic analysis to identify recurring patterns and insights related to word-formation practices. The results reveal that compounding and borrowing are the most frequently used strategies when developing financial terms. However, differences in how these strategies are applied, particularly when compared with terminology development practices in other African languages highlight the need for a context-sensitive approach. The research emphasises the importance of aligning word-formation processes with the linguistic and cultural realities of Tshivenḓa speakers. Practical implications of this study include informing terminology development policies, guiding the training of language practitioners, and supporting the standardisation of financial terminology across sectors. At a broader level, the findings contribute to efforts in language planning and policy by offering a framework for more accurate and sustainable terminology development in African languages, ultimately enhancing financial literacy and inclusive communication.
Copyright (c) 2025 Hangwani Sephodi https://creativecommons.org/licenses/by-sa/4.0
Blending Extensive and Intensive Reading to Enhance Critical Reading Skills in The EFL Context
This study explores the integration of extensive and intensive reading strategies and their impact on critical reading and critical thinking skills in an English as a Foreign Language (EFL) context. The research addresses two primary questions: What challenges do EFL students encounter when engaging in extensive and intensive reading? and In what ways does the integration of these reading strategies influence students' critical reading skills? A qualitative research design was employed, involving 19 EFL students in the fourth semester of a private university in Jakarta. Specifically, the study applied a thematic analysis approach to systematically interpret the data, ensuring that emerging categories captured the complexity of students’ experiences. Data were collected through student reflections, interviews, and classroom observations during a 14-session reading course. Key findings reveal that students face challenges in text selection, vocabulary constraints, time management, and critical analysis. However, the integration of both reading strategies enhanced students' comprehension strategies, analytical thinking, and motivation. Students demonstrated greater confidence in discussions, improved inferencing abilities, and the ability to connect ideas across texts. The results highlight important pedagogical implications, suggesting that teachers should adopt a balanced integration of extensive and intensive reading to foster critical literacy, while policymakers and curriculum designers can draw on these insights to strengthen reading components in EFL programs. These findings suggest that integrating extensive and intensive reading approaches can significantly enhance EFL students' critical reading skills, providing valuable insights for future teaching practices. The study contributes to the theoretical understanding of reading instruction in EFL settings and offers practical recommendations for integrating these strategies in classroom settings.
Copyright (c) 2025 Hamzah Puadi Ilyas, Istaryatiningtias Istaryatiningtias https://creativecommons.org/licenses/by-sa/4.0
The Role of Microteaching Course in Enhanching Pre-Service Teachers’ Self-Confidence During the Teaching Practice
Microteaching courses are crucial for equipping pre-service teachers with foundational skills through simulated teaching experiences before they enter actual classrooms. This mixed-methods study investigated how English Language Education Study Program (ELESP) pre-service teachers perceive the influence of microteaching courses on their self-confidence during PLP II teaching practice, and identified contributing factors. The study involved 27 ELESP pre-service teachers (9 male, 18 female) from Universitas Teknologi Yogyakarta, all of whom had completed microteaching courses and PLP II teaching practice. For the qualitative phase, six students were purposively selected for semi-structured interviews based on their high, middle, and low questionnaire scores, ensuring diverse perspectives on self-confidence during PLP II. Quantitative data was collected using a 4-point Likert Scale Scoring Rubric and analyzed, while qualitative interview data was analyzed using the interactive model adapted from Miles & Huberman (1994). Questionnaire results indicated that pre-service teachers' self-confidence related to microteaching courses in PLP II teaching practice was in a "Good" category, with an average score of 78. Interviews revealed that self-concept was the most dominant influencing factor. This was shaped by internal aspects like material preparation and external elements such as peer and mentor-teacher feedback. Additionally, self-esteem was significantly impacted by external factors including student enthusiasm, attention, and mentor appreciation. This study distinguishes itself by focusing specifically on the role of microteaching in fostering pre-service teachers' self-confidence. The implication is study may enhance pre-service teachers' teaching skills and self-cconfidence, and serves as a reflection for the teacher educators to highlight the crucial role of microteaching in preparing pre-service teachers for school-based practice.
Copyright (c) 2025 Sayit Abdul Karim, R.Yohanes Radjaban, Gordan Matas https://creativecommons.org/licenses/by-sa/4.0
Integration of AI-Based Inquiry Based Learning Model in Cultural Arts Education on Appreciative Attitudes and Traditional Music Skills
his study aims to explore the effect of the Artificial Intelligence (AI)-based Inquiry Based Learning (IBL) model on appreciative attitudes towards traditional music and traditional music skills among language learners. This study used a quasi-experimental design with a non-equivalent control group design. The research sample consisted of 60 language learners divided into two groups: an experimental group that used the AI-based IBL learning model and a control group that followed conventional learning. The data were analysed using multivariate analysis of variance (MANOVA) to test the effect of the learning model on the two dependent variables. The findings indicate that the AI-based IBL model has a significant effect on both dependent variables. The experimental group experienced a greater increase in appreciative attitudes and traditional music skills compared to the control group. These findings suggest that the application of AI in arts education can increase student engagement and learning outcomes. In addition, the use of AI in the IBL model allows for instant feedback, which accelerates learning and improves students' practical skills. This study has significant pedagogical implications, showing that AI-based technology can transform the way arts learning is conducted by creating a more personalised and adaptive learning experience. These findings contribute to the development of technology-based education, particularly in the context of traditional music learning, and open up opportunities for the wider use of smart technology in arts education in the future.
Copyright (c) 2025 Nurmalinda Nurmalinda https://creativecommons.org/licenses/by-sa/4.0
Perceived Fairness in English Language Assessment: Insights from EFL Students and Teachers
This paper examines perceptions of fairness in English language assessment from both students’ and teachers’ perspectives through a descriptive literature review of five recent peer-reviewed studies. The review followed Snyder’s (2019) framework for literature reviews, encompassing the design, selection, analysis, and synthesis phases. Studies were selected based on their focus on fairness in the classroom and large-scale assessments, representation of both student and teacher perspectives, and publication within the last five years in reputable journals. The analysis synthesized findings across dimensions of distributive, procedural, and interactional fairness, as well as the influence of cultural and institutional contexts. The review reveals that students often value traditional assessment methods for their perceived learning support, yet express concerns about bias, transparency, and cultural relevance. Teachers, while generally aware of fairness principles, display variations in assessment literacy and implementation depending on training, experience, and organizational structures. The findings underscore the importance of strengthening Language Assessment Literacy (LAL), promoting culturally responsive assessment practices, and fostering Professional Learning Communities (PLCs) to bridge gaps between teacher and student perceptions. These insights carry practical implications for teacher education, institutional policy, and the design of fairer and more inclusive English language assessments.
Copyright (c) 2025 Tini Mester, Naniana Benu, Wayan Eka Mahendra https://creativecommons.org/licenses/by-sa/4.0
Slangs in Gen Alpha–Z: A Natural Language Processing Analysis and Its Impact in Educational Context
Slang, especially among Generations Alpha and Z, functions as a dynamic tool for expressing identity, group belonging, creativity, and resistance to norms, shaped by digital platforms and used to signal cultural affiliation, shared values, and emotional stance in everyday communication. This study aims at evaluating the forms of slang language used by Generations Alpha and Z, linguistic patterns indirectly represent or construct social identity the influence of those slangs in educational context. This study followed a rigorous process to ensure data relevance, validity, and ethics by collecting publicly available Instagram texts from Generations Alpha and Z using purposive sampling. Data from public accounts were anonymized, scraped manually and automatically, then preprocessed through cleaning, tokenization, and normalization. NLP techniques and qualitative content analysis were applied to identify slang patterns and interpret their social meanings, revealing how slang reflects identity and cultural practices in digital youth communication. The analysis concludes that slang usage among Generations Alpha and Z on digital platforms like Instagram serves not merely as casual expression but as a communicative strategy that reflects social identity, group affiliation, and cultural values. Through a combination of computational and qualitative analysis, the study reveals that slang functions to assert community membership, convey emotional attitudes, and construct self-image in digital spaces. The emerging linguistic patterns highlight the significant role of informal language in digital literacy practices and educational interactions, underscoring the need for greater attention to youth language in both academic and cultural contexts. Previous studies have examined youth slang, but few have explored its role across digital platforms in shaping identity, especially using both computational and sociolinguistic approaches. The influence of slang in educational contexts also remains underexplored. This study addresses these gaps by analyzing slang's forms, functions, and meanings in digital youth communication.
Copyright (c) 2025 Afi Fadilah Fadilah https://creativecommons.org/licenses/by-sa/4.0
Challenges and Opportunities: EFL Teachers' Teaching Experiences with ICT-Enhanced Professional Development in Higher Education
The integration of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) instruction has become increasingly significant in higher education. While ICT offers clear opportunities for enhancing teaching and learning, little research has specifically examined how ICT-enhanced professional development shapes classroom practices in this context. This study aimed to investigate how higher education EFL teachers’ professional development experiences influenced their use of ICT in the classroom and what challenges and opportunities they perceived for their professional growth. A qualitative case study design was employed, involving classroom observations and semi-structured interviews with eight teachers in a university settings. The findings indicate that professional development plays a crucial role in shaping ICT integration, though its impact was uneven across teachers. At the same time, teachers’ experiences revealed a dual reality. While the teachers faced persistent barriers such as limited infrastructure, time constraints, and lack of sustained support, they also recognize clear opportunities for enhancing student engagement, collaboration, and their own professional development. The study underscores the need for institutions to move beyond one-off workshops by developing sustainable, context-sensitive, creating collaborative communities of practice, and embedding continuous mentorship into policy frameworks are critical to bridging the gap between ICT’s potential and its classroom reality. These implications highlight how higher education institutions can design professional development and policy initiatives that not only build teachers’ digital competence but also foster long-term innovation and improved learning outcomes.
Copyright (c) 2025 Endang Kusrini https://creativecommons.org/licenses/by-sa/4.0
The Use of Poster-Making for Social Justice: Engaging Non-English Department Students in Visual Learning
This research investigates the use of poster making to teach social justice issues to undergraduate students of Law and Criminology at a private Islamic university situated in Pekanbaru, Indonesia. Adopting a qualitative case study approach, the study focused on 54 students and their creation of posters on human trafficking, corruption, and cyber crimes. Data were gathered through a peer-assessment rubric with five major indicators: poster appeal, graphic support, slogan, delivery, and time management. Findings revealed that students’s scores for time management (M = 4.06) were the highest and for slogan writing (M = 3.69) were the lowest, suggesting that students were more proficient in collaboration than in persuasive expression. Poster qualitative analysis highlighted the students’ perception of injustice and their call to action through the use of symbolic and powerful imagery of chains, blindfolds, cuts of striking women in red, and simplistic, yet evocative, text. These elements illustrated a heightened sense of awareness, ethical reasoning, and empathy. The results highlight the feasibility of incorporating poster making as a form of instructional practice in social justice pedagogy in law and criminology alongside other non-humanities programs within Islamic universities in Indonesia.
Copyright (c) 2025 Diyah Ayu Rizqiani https://creativecommons.org/licenses/by-sa/4.0
Novice Language Teachers’ Emotions in Team-Teaching Practice: A Higher Education Context
Since its presence, team-teaching becomes one of most preferable methods used in language teaching, particularly in higher education context. This current study aims to explore novice language university teacher emotions during the practice of team-teaching in higher education level. By inviting four novice lecturers in one of public universities in East Java, Indonesia, the data were obtained using an in-depth interview. Through several data analysis, dominant emotions and the source of it are identified. Dominant positive emotions were found like relaxed and confidents as the consequences of team-teaching. As for negative emotions, worried, boredom, and confusion appeared as the dominant negative emotions in the obtained data analysis results. Further, the source of positive emotions came from several events, for instance, the sufficient coordination with the team partner, the absence of team partner in the class, and the clear as well as equal distributions of the work inside and outside the class. Negative emotions’ sources, on the other hand, appeared in some events and sources, including the generation gaps between novice teachers and senior teachers as main teachers in the class, joining class without no participation, impromptu questions given by team partner, and the outdated teaching materials and methods. From the analysis, this research is able to give broader and detail context on the teacher emotions in higher education in team-teaching nuances. Finally, the findings from this current research also provides implications and suggestion to the future researchers.
Copyright (c) 2025 Sibakhul Milad Malik Hidayatulloh, Erli Wahyuningtiyas Sudarmiati, Alma Huwaida Ramadhani https://creativecommons.org/licenses/by-sa/4.0
A Needs Analysis of EFL Students’ Reading Strategies, Media Use, and Teaching Materials in English Essay Comprehension
Reading activities require supporting resources, namely strategies, media, materials, reading processes, and assessments so that students can read and contribute to the success of reading class learning outcomes. This research aims to determine the reading needs of 3rd semester students that are currently taking reading academic purposes course in the English Language Education study program at Universitas Slamet Riyadi, which consists of 30 students. The research method used is descriptive qualitative. This research was carried out from March 2024 to July 2024. The data collection methods used were observation and questionnaires. In analyzing the data, researchers used interactive analysis consisting of data display, data reduction, and drawing conclusions. The research results show that students' needs related to media, materials and reading methods are (1) students need reading media, both digital and print; (2) students need authentic scientific reading material and simplified results; and (3) students still adopt conventional reading methods; so it requires a method based on digital tools to help understand reading. Thus, it can be concluded that reading media, strategies, and materials are needed by college students to achieve learning purposes. This research implies that improvement in using reading strategies, media, and materials to fulfill the students’ needs is going to be implemented in the next semester. The needs of the students are essential to bridge and connect between pedagogical policy, ELT current trends, and the students’ needs to achieve learning outcomes.
Copyright (c) 2025 luqman al hakim https://creativecommons.org/licenses/by-sa/4.0
Challenges and Pedagogical Strategies in Implementing Translanguaging Among Indonesian EFL Teachers: A Case Study
This study investigates the challenges and strategies faced by Indonesian EFL teachers in implementing translanguaging pedagogy in their classrooms. Translanguaging, which involves using multiple languages in the learning process, offers both opportunities and difficulties in multilingual contexts.The purpose of the study is to explore EFL teachers’ challanges and how they manage translanguaging in the classroom. A qualitative case study was used in order to explain the used of translanguaging. The study conducted with three junior high school EFL teachers, the research employed classroom observations and semi-structured interviews. The findings revealed several challenges, including students' over-reliance on their native languages, lack of clear translanguaging policies, and insufficient exposure to English, which hindered language development. Teachers faced difficulty in balancing English use and students’ reliance on their daily languages, with some struggling to establish consistent rules for translanguaging. To address these issues, teachers implemented strategies such as setting clear classroom rules, encouraging English practice outside the classroom, and gradually increasing English exposure in lessons. However, the study highlighted the lack of clear strategies and support from institutional policies, making it difficult for teachers to effectively manage translanguaging. It can be implied that without clear institutional policies and targeted teacher training, the potential benefits of translanguaging in EFL classrooms may not be fully realized, as teachers struggle to balance English exposure with students’ use of their native languages.
Copyright (c) 2025 kukuh Tri Laksono https://creativecommons.org/licenses/by-sa/4.0
Contrastive Corpus Studies in Language Teaching: A Bibliometric and Systematic Review of Language Pairs
Corpus-based contrastive studies have become increasingly vital in language education, offering empirical insights into cross-linguistic structures, discourse patterns, and semantic strategies. However, a comprehensive synthesis mapping recent developments and identifying existing research gaps has been lacking. This study addresses this need by conducting a systematic literature review and bibliometric analysis of 73 peer-reviewed articles published between 2014 and 2024. Using PRISMA 2020 guidelines and tools such as VOSviewer, the study maps dominant linguistic focuses, frequently analyzed language pairs, and collaboration networks. The findings reveal a strong emphasis on discourse and semantics, with English commonly paired with Spanish, Arabic, and Chinese. Pragmatic dimensions and underrepresented language pairs, particularly from Southeast Asia and Africa, remain largely overlooked. The study also highlights geographic disparities in global contributions, suggesting the need for more inclusive and collaborative research frameworks. The results offer practical implications for pedagogy, policy, and research. For pedagogy, integrating corpus-informed, contrastive materials into language instruction can enhance learners’ awareness of discourse conventions and intercultural variation. In terms of policy, stakeholders are encouraged to invest in open-access multilingual corpora and support cross-border collaboration, particularly involving underrepresented linguistic communities. For future research, this study underscores the need to explore pragmatic features, diversify language pairings, and build interdisciplinary networks to promote a more equitable and context-sensitive development of corpus-based contrastive inquiry in language education.
Copyright (c) 2025 Yulia Yulian, Yeti Mulyati, Ida Widia https://creativecommons.org/licenses/by-sa/4.0
Resolving Structural Ambiguity in English Relative Clauses and Prepositional Phrases
Structural ambiguity remains a persistent challenge in English comprehension, particularly when relative clauses (RCs) and prepositional phrases (PPs) admit multiple interpretations. While much research has examined native speakers or beginning L2 learners, little is known about how advanced learners apply formal syntactic knowledge to disambiguate such structures. This study addresses that gap by investigating how Indonesian EFL undergraduates resolve ambiguity using structural relation patterns—dominance, precedence, and c-command. A qualitative design was employed with 30 English Education majors who had completed a syntax course. Data were collected through tree-diagram tasks and a structured questionnaire, enabling structural and reflective insights. Findings revealed three main strategies: sorting by node, ignoring non-potential nodes, and using punctuation, with late closure as the most dominant approach. Structural analysis showed that while dominance and precedence guided parsing partially, c-command consistently supported accurate disambiguation when reinforced by semantic plausibility. Frequent reactivation also indicated that learners revised their interpretations when implausibility arose, demonstrating interactive rather than strictly structural parsing. The study contributes to syntactic theory by extending the role of c-command to advanced L2 contexts, parsing research by showing interactive strategy use, and pedagogy by advocating explicit instruction on structural relations combined with cognitive strategy training. These insights inform advanced grammar curricula and highlight the need for integrated approaches to ambiguity resolution in academic English.
Copyright (c) 2025 Irfan Hamonangan Tarihoran, Iwan Jazadi https://creativecommons.org/licenses/by-sa/4.0
Developing Kotak Pintar Cerdas Aksara (Kopica) Media Integrated with Religious Tolerance for Enhancing First-Graders’ Initial Reading Skills
The low level of students’ initial reading skills and the urgent need to instill religious tolerance highlight the importance of developing innovative learning media. This study aims to develop KOPICA (Kotak Pintar Cerdas Aksara) to enhance initial reading skills integrated with religious tolerance and to evaluate its validity and practicality. The research applied the ADDIE development model, which consists of Analysis, Design, Development, Implementation, and Evaluation. Expert validation results showed an overall score of 88.3%, while the practicality assessment by teachers and students indicated an average score of 92%. Data analysis using the Paired Samples t-test formula with SPSS 19 revealed a probability value (Sig) of 0.000, which is ≤ 0.05, confirming a significant difference and validating the effectiveness of KOPICA. The novelty of this study lies in the original integration of religious tolerance values into early reading materials, making literacy learning a natural vehicle for character formation from the earliest stages of education. The practical implication is that teachers and curriculum developers can utilize KOPICA as an innovative medium that not only strengthens students’ literacy skills but also fosters tolerant attitudes in daily classroom practices. This dual contribution aligns with the principles of 21st-century learning that emphasize student-centered approaches, while simultaneously preparing students for harmonious social interactions in the future.
Copyright (c) 2025 Farida Yufarlina Rosita https://creativecommons.org/licenses/by-sa/4.0
Analyzing Learner Needs for Developing Task-Based English Teaching Materials with Character Education Values for Young Learners
This study investigates young learners’ needs in developing task-based English teaching materials that embed character education values. Although task-based language teaching (TBLT) has gained broad recognition, limited research in the Indonesian context has examined how character education values can be systematically integrated into TBLT materials for primary school students. To address this gap, a mixed-methods design was employed, combining quantitative data from student questionnaires with qualitative insights from teacher and principal interviews. This methodological triangulation ensured a more valid and comprehensive understanding of learners’ personal and instructional needs. Participants included 424 elementary students, three English teachers, and three principals from Muhammadiyah schools in Yogyakarta, Indonesia. The findings indicate that students’ personal needs are influenced by age, gender, cultural background, and attitudes toward English learning, while their learning needs reflect preferences in learning styles, teaching media, instructional techniques, thematic choices, language proficiency, and the inclusion of character-related content. The study provides empirically grounded insights to guide English curriculum design in Muhammadiyah schools, fostering the integration of moral and linguistic goals within task-based instruction, and offering a transferable framework for English language education in Indonesia and comparable contexts.
Copyright (c) 2025 Iin Inawati https://creativecommons.org/licenses/by-sa/4.0
Comparative Analysis of Grammatical Difficulties in TOEFL SWE Section Across Disciplinary Backgrounds: A Mixed-Methods Study of Indonesian EFL Learners
Grammatical competence remains fundamental to English proficiency assessment, particularly in standardized tests such as the TOEFL ITP. The Structure and Written Expressions (SWE) section consistently challenges EFL learners, yet research has predominantly focused on English language majors, with limited comparative examination of how academic disciplinary background influences grammatical performance and learner perceptions. This mixed-methods study addressed this gap by investigating grammatical difficulties across three academic programs: Tourism Education, Japanese Language Education, and English Language Education. The study examined 163 Indonesian undergraduate students' performance on the TOEFL ITP SWE section and explored their self-perceived competence and test-related challenges. Quantitative data from a 40-item TOEFL SWE test were analyzed using Classical Test Theory and jMetrik software to calculate item difficulty indices. Qualitative data were collected through self-rating questionnaires and focus group discussions with 15 participants. Results revealed systematic performance differences across disciplines, with Tourism and Japanese Language students demonstrating significantly higher error rates than English majors. Six grammatical constructions consistently emerged as problematic: relative adverbs, causal expressions, inverted sentence structures, word forms, parallel structures, and redundancy. Qualitative analysis identified shared challenges including vocabulary limitations, test format unfamiliarity, and time management difficulties. Notably, English students, despite higher performance, showed unexpected weaknesses in error analysis. The findings demonstrate that grammatical performance in standardized contexts results from complex interactions between linguistic competence, test literacy, and academic background.
Copyright (c) 2025 Ari Arifin Danuwijaya, Abu Nawas https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Early Childhood Bilingual Program Implementation at Happy Hive Kindergarten, Malaysia
In the era of globalization, proficiency in international languages is a key factor for competitiveness and cross-cultural collaboration. Malaysia stands out as a significant global example by integrating bilingual education into the National Preschool Standard Curriculum (Kurikulum Standard Prasekolah Kebangsaan—KSPK) from the preschool level. This study analyzes the regulations, implementation, and challenges of the bilingual program at Happy Hive Malaysia as a learning model relevant to international contexts.Using a qualitative case study approach, data were collected through interviews with two educators, participatory observations, and documentation, then analyzed thematically. The main findings reveal that KSPK provides a strong foundation for early childhood language education, while Happy Hive successfully implements a balanced bilingual approach supported by interactive methods and educational media. The challenges encountered—including variations in children’s language proficiency, speech delays, and limited resources—were addressed through teacher training and adjustments to teaching methods. This study underscores the importance of curriculum integration, teacher competence, and child-centered methods for the success of bilingual programs. Policy recommendations include strengthening regulations, providing continuous teacher training, and enhancing support for bilingual resources and media. For practitioners, adaptive strategies and innovative learning media are suggested to improve the effectiveness of bilingual education, positioning Malaysia’s experience as a valuable reference for other countries.
Copyright (c) 2025 Tsabita Muthmainnah https://creativecommons.org/licenses/by-sa/4.0
Disagreement Strategies in Online Communication: A Case Study of the Javanese Community in Yogyakarta
Each language community has a unique disagreement strategy in online communication that reflects its cultural values and communication norms. Disagreement can be expressed differently depending on the medium used. In face-to-face communication, disagreement tends to be expressed indirectly and with mitigation. In online communication, disagreement tends to be expressed explicitly and without mitigation. This study describes the strategies for expressing disagreement in the Info Cegatan Jogja Group and the factors that cause the emergence of various disagreement strategies in the group. The study used a descriptive qualitative method to analyze sentences expressing disagreement in posts from the ICJ Facebook Group. The data sources were message walls and comment fields. The study identified four types of disagreement strategies: one-speech strategy, two-speech strategies, three-speech strategies, and four-speech strategies. Verbal communication is the primary strategy employed to express disagreement among ICJ members. The study found that most disagreements are classified as strong, based on the level of confrontation. Various disagreement strategies were identified, which can be attributed to factors such as social media dynamics, posting topics, gender dynamics, and cultural influences. Understanding strategies for managing disagreements and cultural norms surrounding it is essential for successful communication.
Copyright (c) 2025 Dona Aji Karunia Putra https://creativecommons.org/licenses/by-sa/4.0
The Effect of Using Bamboozle on Students’ Speaking Skills in Thailand’s EFL Classroom
Improving students’ speaking skills is essential in English language learning, yet many students continue to struggle with vocabulary, pronunciation, and confidence in speaking. This study aims to investigate the effectiveness of Bamboozle, a game-based digital learning platform, in enhancing the speaking skills of third-grade students at Suranaree Wittaya School, Thailand, during the 2022/2023 academic year. Employing a quantitative pre-experimental design, the study involved 29 students who were assessed using a pre-test and post-test. The speaking performance was measured based on a rubric covering segmental and suprasegmental aspects. The results showed a significant increase in students’ speaking scores, with the mean score rising from 55.93 to 79.76. The Wilcoxon Signed Rank Test confirmed the statistical significance of the improvement (p = 0.000). Beyond statistical significance, the results highlight the pedagogical value of integrating game-based digital tools into EFL instruction. Bamboozle’s interactive features such as competitive gameplay, visually engaging design, and real-time teacher feedback proved effective in stimulating motivation, encouraging participation, and reinforcing pronunciation practice. These outcomes suggest that Bamboozle can serve not only as a supplementary activity but also as a structured component of communicative language teaching. The study further implies that similar digital platforms hold potential for improving speaking accuracy and fluency in diverse EFL contexts. Accordingly, this research contributes to the growing evidence that game-based learning can bridge the gap between student engagement and measurable learning outcomes in language education.
Copyright (c) 2025 Slamet Yuliyanto, Rahmawati Sukmaningrum, A. B. Prabowo Kusumo Adi, Waewalee Waewchimplee https://creativecommons.org/licenses/by-sa/4.0
Assessing the Alignment of "English for Change" Textbook within the Merdeka Curriculum Framework
With the introduction of the Merdeka Curriculum in the Indonesian educational system, new instructional materials were developed to support its implementation, including textbooks designed to align with the Curriculum's emphasis on global standards such as the Common European Framework for Reference for Languages (CEFR). Merdeka Curriculum-based textbooks require systematic evaluation to determine their alignment with both the Merdeka curriculum goals and CEFR proficiency levels. While existing studies do not focus on skill-specific material alignment with CEFR in English textbooks, this study fills a key gap by analyzing to what extent “Bahasa Inggris: English for Change” aligns with Merdeka Curriculum and the CEFR framework. This research aims to investigate the skill-specific alignment of the “Bahasa Inggris: English for Change” textbook for grade XI with the Merdeka Curriculum within the CEFR B1 framework. Using a descriptive qualitative content analysis approach and the adapted Tanto rubric, the textbook was evaluated across four language skills: listening, speaking, reading, and writing. The results indicate a high level of alignment, with overall 80% of the materials strongly conforming to CEFR B1 descriptors, and 20% showing moderate alignment with particular skills, such as reading, listening, and speaking. These results demonstrated that most of the specific-skill material in the textbook highly aligns with CEFR B1. This offers valuable insight for curriculum developers, textbook authors, and teachers by highlighting the alignment of textbook materials with both CEFR B1 and Merdeka Curriculum standards.
Copyright (c) 2025 Ameliana Ameliana, Syifa' Khuriyatuz Zahro https://creativecommons.org/licenses/by-sa/4.0
The Impact of a Youtube-Assisted Contextual-Based E-Module on EFL Learners’ Speaking Skills
The objective of this study is to create a YouTube-assisted contextual-based e-module that functions as a pedagogical component that can basically be applied to improve speaking skills. Contextual learning provides tools for teaching that can be developed and designed in an innovative way to increase learning for all students. This contextual-based e-module incorporates YouTube as an integrated resource, offering lecturers a valuable tool to enhance their teaching with a wide range of engaging and relevant content. The videos available on YouTube align well with the instructional material, providing both interesting and practical support to enrich the learning experience. This study employed the Borg and Gall research and development (R&D) model, which consists of six stages: needs analysis, objective planning, and development of the initial product, preliminary field testing, main product revision, and main field testing. A total of 50 students from the English Language Education Study Program at the Universitas Islam Riau, who were enrolled in the Speaking for General Communication course, participated in the study. This research used a mixed-methods approach, utilizing tests, questionnaires, and interview guides as data collection instruments. The results show that students responded positively to the use of the contextual-based e-module, which effectively improved their speaking skills. The e-module was also found to be practical, engaging, and supportive of independent learning. Importantly, the findings indicate that the module fosters greater student responsibility and autonomy in their learning. These results have practical implications for classroom instruction, suggesting that the integration of multimedia and contextual strategies can significantly enhance speaking pedagogy in higher education.
Copyright (c) 2025 Muhammad Ilyas, Miranti Eka Putri https://creativecommons.org/licenses/by-sa/4.0
EFL Teachers’ Perspectives on Teaching Writing and Presenting Skills through Project-Based Learning in the Merdeka Curriculum
Project-based learning (PjBL) has been widely applied in English language education, yet its classroom implementation often presents considerable challenges for teachers. This qualitative study investigates these challenges in teaching writing and presenting skills within the context of the Merdeka Curriculum, where integrated skills are emphasized as key learning outcomes. Four English teachers who have actively applied PjBL participated in the study. Data were collected through semi-structured interviews and an open-ended questionnaire, which were analyzed thematically using Braun and Clarke’s framework to enhance trustworthiness. Triangulation techniques were employed during data collection and analysis. The findings revealed several challenges, with the most critical being the limited facilities and unequal access to resources, as well as the complexities of assessing group projects. These findings underscore the importance of professional development, curriculum support, and institutional policy in enabling EFL teachers to teach writing and presentation skills through PjBL effectively. Addressing these challenges can improve the sustainability of PjBL practice and foster students’ engagement and skills development in English language learning.
Copyright (c) 2025 Hoirul Ummah https://creativecommons.org/licenses/by-sa/4.0
Exploring Challenges and Opportunities in Online Learning Among EFL Students in Higher Education
Online learning has become an essential part of higher education, offering flexibility and wider access to students worldwide. Yet, in practice, many learners, especially those in EFL contexts, continue to face significant challenges that are often overlooked in existing research. This descriptive quantitative study explores the challenges and opportunities of online learning for English as a Foreign Language (EFL) students in higher education, specifically focusing on the English Department at Universitas Sulawesi Barat, Indonesia. Using a cross-sectional survey of 85 students, the research aimed to identify common obstacles and advantages in online learning while uncovering students' expectations and suggestions. The results revealed that technical issues (87.1%), lack of social interaction (67.1%), and difficulty understanding course material (52.9%) were the primary obstacles faced by students. Conversely, cost-effectiveness (62.4%), unrestricted access to course materials (49.4%), and reduced social demands (42.4%) were identified as key advantages. Notably, 79% of respondents expressed reluctance to engage in future online learning. This sentiment reflects persistent structural and pedagogical gaps. To improve the online learning experience, students proposed enhanced technological infrastructure, more interactive engagement, and increased instructional support. The findings underscore the need for institutions to reevaluate their online education strategies to ensure student-centered and sustainable learning environments.
Copyright (c) 2025 Adi Isma, Edi Suwandi https://creativecommons.org/licenses/by-sa/4.0
Ecoliteracy-Based Teaching Strategies in English Language Teaching for Elementary School Students
Environmental degradation, particularly in regions like Ternate, Indonesia, underscores the urgency of embedding sustainability education in early schooling. While ecoliteracy has gained global recognition, its integration into English language teaching (ELT) at the elementary level remains underexplored, especially in underrepresented contexts. This study investigates the strategies used by English teachers in Ternate to incorporate ecoliteracy into classroom practice. Adopting a qualitative case study design, data were gathered from ten teachers across five schools through interviews, observations, questionnaires, and document analysis, and analyzed thematically. Findings reveal six approaches, with three emerging as most dominant: embedding environmental themes in lessons, employing project-based learning, and modeling eco-behavioral English instructions. These strategies demonstrate how language instruction can simultaneously foster communicative competence and ecological responsibility. Beyond documenting classroom practices, the study highlights the potential of ELT as a platform for sustainability education, even in resource-limited settings. It contributes to theory by linking ecolinguistics to pedagogy, and to practice by offering context-sensitive models for ecoliteracy integration. Implications extend to teacher training, curriculum design, and education policy, underscoring the need for systematic inclusion of sustainability in ELT. Ultimately, the study positions ecoliteracy not as an enrichment but as a transformative approach that unites language learning with sustainable development.
Copyright (c) 2025 Silvani Umar Ali https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence in ELT: Advancing Adaptive and Personalized Language Learning
This study investigates the pedagogical benefits and challenges of integrating Artificial Intelligence (AI) technologies in English Language Teaching (ELT) classrooms. With the rapid advancement of AI, its application in education, particularly in language learning, has generated increasing scholarly and practical interest. A mixed-methods approach was adopted, combining quantitative data from a survey of 120 English teachers in Palembang with qualitative insights from in-depth interviews with 10 teachers. The survey employed a Likert-scale questionnaire to assess the perceived impact of AI, while thematic analysis was applied to the interview data. The findings indicate that 78% of respondents agreed AI supports personalized learning, 82% believed it enhances student engagement, and 75% reported increased student motivation. Nevertheless, 45% of teachers identified technical barriers such as unreliable internet access, and 52% expressed concerns over insufficient teacher training. Qualitative evidence reinforced these perspectives, with teachers highlighting the irreplaceable role of human interaction and warning against excessive reliance on AI tools. Overall, the study suggests that AI can enrich ELT by providing tailored content and real-time feedback, but its effective integration depends on addressing infrastructural limitations and strengthening teacher preparedness. Teachers also emphasized balancing AI with traditional pedagogies to preserve the essential human dimension of language learning. Beyond the classroom, these findings carry broader implications for policy and practice. They highlight the need for systemic reforms in infrastructure, sustained professional development, and stronger alignment between AI tools and curriculum goals. If strategically implemented, AI has the potential not only to enhance ELT practices but also to advance equitable, future-ready education systems.
Copyright (c) 2025 Darmawan Darmawan Budiyanto https://creativecommons.org/licenses/by-sa/4.0
ChatGPT in Academic Writing Classes: Exploring EFL Students’ Perspectives
The integration of ChatGPT in English as a Foreign Language (EFL) writing instruction remains a relatively under-researched area, particularly in the Indonesian higher education context. This study explores the dual nature of ChatGPT—as both a pedagogical aid and a potential challenge—for undergraduate English education students at a university in Central Java. Using a qualitative case study design, data were collected from thirty-two participants through a close-response questionnaire to gain insights into their perceptions and experiences. The findings indicate that the use of ChatGPT enhanced students’ writing confidence, time efficiency, and overall quality of written output. Students reported that ChatGPT facilitated idea generation, improved sentence coherence, and served as a valuable tool for self-editing. However, the study also identified several drawbacks, including overreliance on the tool, diminished critical and creative thinking, and concerns about the authenticity and accuracy of AI-generated content. To mitigate these issues, students engaged in peer review, expert consultation, and cross-referencing with credible sources to validate the generated material. The study emphasizes the importance of guiding students toward responsible and reflective use of artificial intelligence in academic writing. Pedagogical implications highlight the need for integrating ethical AI literacy, promoting critical engagement with AI-generated content, and fostering awareness of academic integrity. Ultimately, while ChatGPT presents significant opportunities for enhancing EFL writing pedagogy, its implementation must be thoughtfully managed to ensure it supports, rather than replaces, human cognitive and linguistic development.
Copyright (c) 2025 Tusino Tusino, Mufid Lahiria Permata Hati, Maria Joy C. Iglesia https://creativecommons.org/licenses/by-sa/4.0
A Pragmatic Analysis of Politeness Maxims in Indonesian Online Customer Service Interactions
This study aims to analyze the application of Leech's politeness principles (1983) in conversations between customer service agents and customers at a property rental company, TRV (company initials), conducted via live chat. Using a qualitative approach, the research identifies and classifies the politeness maxims used in 12 selected chat interactions over a three-month period. The findings reveal that all six of Leech's politeness maxims—tact, generosity, approbation, modesty, agreement, and sympathy—are present in the data. Among them, the modesty and sympathy maxims are the most frequently used found during the searching for the sources, highlighting the importance of humility and empathy in customer service communication. The agreement maxim also plays a significant role in facilitating mutual understanding, particularly regarding scheduling and service costs. Overall, the study demonstrates that the application of politeness principles contributes to improving communication quality, fostering harmonious relationships, and enhancing the overall customer experience. This implication provides for further recommendation in online customer service replies to be standardized by the company in terms of politeness.
Copyright (c) 2025 Dewi Yanti https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Narrative Writing Skills through Dictogloss: Evidence from a Vocational High School Context
Students’ English narrative-writing skills remain weak, yet writing competence is essential in today’s global context. This study investigated the effectiveness of the Dictogloss technique for improving students’ narrative writing through a mixed-method classroom action research design involving eleventh-grade students at SMK N 1 Tanjung Selor. Data were gathered from observations, students’ worksheets, and writing tests, and analyzed using direct observation notes, self-assessment, and an analytical writing rubric. Findings revealed consistent gains across the five key aspects of writing—content, organization, vocabulary, grammar, and mechanics. From the pre-test to Cycle 1 and Cycle 2, students’ average scores steadily increased, and by the second cycle 34 students (91.2 %) surpassed the passing mark of 75, demonstrating a substantial improvement in overall writing performance. These results confirm the strong positive impact of the Dictogloss method on students’ narrative-writing ability. Pedagogically, teachers are encouraged to integrate Dictogloss as a regular classroom practice by providing structured note-taking activities, guiding pair or group reconstruction of texts, and offering focused feedback on content development, text structure, and precise vocabulary use. Such targeted strategies help students strengthen listening, collaborative, and writing skills simultaneously, ensuring more meaningful engagement and measurable progress in narrative writing. Overall, the research underscores Dictogloss as an integrative method that enhances not only writing accuracy but also collaboration and higher-order thinking skills highly relevant for vocational students preparing for the demands of a global workforce. The implication of the study is that students are encouraged to actively engage in the Dictogloss activities, as these activities help improve writing by developing listening, note-taking, and collaborative skills. It is important to focus on the text's content, structure, and vocabulary when working in pairs, as this will enhance their writing skills.
Copyright (c) 2025 Marius Randan Kali, Agus Widyantoro, Yuyun Yulia, Nur Hidayanto Pancoro Setyo Putro, Ari Purnawan https://creativecommons.org/licenses/by-sa/4.0
The Power of Visual Literacy: Affirmation Comics to Build English Motivation in Senior High Students
This study aims to analyze the implementation of affirmation comics in fostering students’ motivation in English language learning. Using a classroom action research (CAR) design, the study followed four stages: planning, action, observation, and reflection. A total of 15 students participated in two cycles of intervention. Data were collected through observations and questionnaires, which included both closed-ended and open-ended items, and analyzed using descriptive statistics and thematic analysis. The results showed an increase in students’ learning motivation, particularly in terms of self-efficacy and appreciation for English learning. The classroom atmosphere shifted from being negative and unfocused in Cycle 1 to more positive and collaborative in Cycle 2. Students responded positively to the visuals and emotional messages in the comics, although challenges remained in comprehending the vocabulary. Unlike previous studies that primarily used comics to enhance linguistic skills, this study highlights the novelty of affirmation comics as a motivational tool that directly addresses students’ psychological and affective needs. This indicates that affirmation comics function not only as visual aids but also as affective scaffolds to reduce anxiety, strengthen self-efficacy, and build a positive classroom climate. Practically, teachers can integrate short, linguistically accessible affirmation comics with guided reflections or collaborative tasks to sustain students’ motivation and engagement in English learning.
Copyright (c) 2025 Dezla Borja Reyandri, Aunurrahman Aunurrahman, Muhammad Iqbal Ripo Putra https://creativecommons.org/licenses/by-sa/4.0
Code-Mixing in Digital Communication Among EFL Students in Eastern Indonesia
In today’s digitally connected world, code-mixing is a key feature of multilingual communication, particularly among English as a Foreign Language (EFL) students in informal online interactions. While digital multilingualism has gained scholarly attention, little is known about how students in peripheral regions such as Eastern Indonesia engage in code-mixing in their daily digital practices. This study investigates how EFL students at Universitas Muhammadiyah Sorong use code-mixing on WhatsApp, Instagram, and Facebook. Employing a qualitative descriptive approach, data were collected through social media observation, screenshot analysis, and semi-structured interviews with purposively selected students from the 3rd, 5th, and 7th semesters. Findings reveal frequent integration of Indonesian, English, and local languages in captions, comments, text messages, and status updates. Code-mixing serves functional and stylistic purposes, such as expressing emotions, narrating experiences, and shaping modern identities, with English use linked to prestige and global trends. Rather than random, it is context-dependent, influenced by audience, topic, and platform. The study highlights code-mixing as a strategic communicative resource and offers implications for pedagogy, digital literacy policy, and future research.
Copyright (c) 2025 Ibrahim Ibrahim https://creativecommons.org/licenses/by-sa/4.0