English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu
Developing an Interactive EFL Digital Vocabulary Book at MAN Palopo Using the 4D Model
This study developed a needs-based digital book for English vocabulary and phrases for tenth-grade students at Madrasah Aliyah Negeri Palopo. The study addressed a mismatch between learners' communicative needs and the available English-learning materials. Using a research and development design, the study adapted the 4D model through define, design, develop, and limited dissemination stages. The needs analysis involved 36 students and was supported by classroom observation, interviews, questionnaires, expert validation sheets, and user perception questionnaires. The results showed that students needed practical vocabulary for communication, pronunciation support, visual presentation, translation, and mobile-accessible materials. These findings were translated into a digital book containing thematic vocabulary, common phrase-based expressions, pictures, translations, phonetic guidance, and context-sensitive Islamic and daily-life content. Expert validation indicated that the product was feasible in terms of design, language, and material quality, with scores ranging from 4.00 to 4.42. Student and teacher responses also indicated positive practicality for limited use. The findings should be interpreted as evidence of validity and practicality, not as proof of instructional effectiveness, because no experimental test of learning gains was conducted.
Copyright (c) 2026 Husnaini Husnaini, Wahibah Wahibah, Diva Zahiyah Irfani https://creativecommons.org/licenses/by-nc/4.0
Pedagogical Practices in Teaching Cohesive Devices in EFL Writing Courses: A Case Study at Fezzan University
Academic writing remains a challenge for university-level EFL learners, particularly in producing coherent texts through the effective use of cohesive devices. In the Libyan EFL context, previous studies have mainly examined cohesion errors in students’ writing, while limited attention has been given to the pedagogical and curricular practices that shape students’ use of cohesive devices. This study investigates how cohesive devices are taught within the writing curriculum of the English Department at Fezzan University. Using a descriptive qualitative case study design, the study involved syllabus analysis of five writing courses, questionnaires administered to 20 undergraduate students, and semi-structured interviews with five writing lecturers. The analysis was guided by Renandya et al.’s (2021) “Bridging the Reading–Writing Gap” framework to examine reading-writing integration across curriculum, teaching practices, and student learning experiences. The findings revealed that although the writing courses follow a logical progression from sentence-level writing to advanced academic writing, cohesive devices are mostly addressed implicitly rather than through systematic discourse-level instruction. Lecturers primarily emphasized grammar and vocabulary, while cohesion was treated as a secondary skill acquired through writing practice. The study suggests that integrating reading and writing instruction with explicit teaching of cohesive devices may better support students’ academic writing development.
Copyright (c) 2026 Ali Abdullah Ahmad Albayyan, Siti Nur'aini, Arso Setyaji, Amnnah Abdulwahhab https://creativecommons.org/licenses/by-nc/4.0
Project-Based Learning and Higher-Order Thinking Skills in EFL Contexts: A Systematic Review
This study examined the implementation of Project-Based Learning (PjBL) in English as a Foreign Language (EFL) contexts to promote Higher-Order Thinking Skills (HOTS). A Systematic Literature Review (SLR) was conducted on 25 empirical studies published between 2021 and 2026 using predefined inclusion criteria and the PRISMA framework. The reviewed studies indicate that PjBL is frequently associated with the development of HOTS, particularly critical thinking (72%), followed by creativity (28%) and problem-solving (20%). The review identified five major categories of project outputs, including digital projects, performance-based tasks, academic writing, creative-cultural works, and integrated classroom projects. Rubric-based assessment emerged as the most commonly used assessment method, although assessment practices remained inconsistent across studies. Several studies also reported challenges related to time constraints, teacher readiness, and variations in implementation strategies. In addition, PjBL was commonly integrated with technology-based and collaborative learning approaches in EFL classrooms. This review contributes to the literature by synthesizing patterns of HOTS development, project output types, assessment practices, and instructional integration in PjBL-based EFL learning. Overall, the findings highlight the need for more balanced HOTS-oriented task design, clearer assessment frameworks, and more consistent implementation practices.
Copyright (c) 2026 Nursita Nursita, Sri Setyarini, Iyen Nurlaelawati https://creativecommons.org/licenses/by-nc/4.0
Translanguaging in Indonesian EFL Teacher Education: Meaning-Making and Pedagogy
Despite the multilingual realities of EFL classrooms, English language teaching in many contexts continues to be influenced by monolingual ideologies that limit the recognition of multilingual practices in learning and teaching. Limited research has examined how translanguaging practices support meaning-making and pedagogical development among preservice teachers in Indonesian EFL teacher education contexts. This study examined translanguaging practices among preservice English teachers in an Indonesian EFL teacher education context, focusing on how these practices supported meaning-making and shaped pedagogical orientations. A qualitative case study design was employed involving 30 undergraduate students enrolled in a Sociolinguistics course. Data were collected through reflective narratives and semi-structured interviews and analyzed using thematic analysis. The findings indicated that translanguaging functioned as a dynamic and strategic resource in three main ways: facilitating conceptual understanding of complex content, sustaining interaction and participation during communication, and supporting the development of inclusive pedagogical perspectives. Participants flexibly used Indonesian and English to bridge linguistic gaps, maintain communicative flow, and enhance comprehension. The findings also showed that translanguaging contributed to shifts in language ideology, with participants increasingly viewing multilingual practices as legitimate and pedagogically valuable. This study highlights the importance of integrating translanguaging-oriented approaches into teacher education programs to promote more inclusive, context-responsive, and equitable English language teaching.
Copyright (c) 2026 Fakry Hamdani, Rully Agung Yudhiantara https://creativecommons.org/licenses/by-nc/4.0
The Enactment of Pedagogical Competence among Certified EFL Teachers at Secondary Schools
The enhancement of teachers’ competence and performance has been a primary objective of Indonesia’s teacher certification program (PPG). This study aimed to describe and interpret certified teachers’ professional competencies as reflected in their classroom practices and teaching performance. Employing an explanatory mixed-method design, the study integrated qualitative interviews to explain specific trends identified in the quantitative phase. Data were collected from 15 certified English teachers enrolled in the 2021 PPG program at Tadulako University, selected through purposive sampling. The instruments used to collect data were questionnaires and semi-structured interviews. The data collected from this study were analyzed both quantitatively and qualitatively. The questionnaire data were processed and statistically analyzed, while the interview data were analyzed qualitatively. Based on the data analysis, the participating teachers perceived themselves as having pedagogical, personal, social, and professional competencies and had implemented them in the teaching and learning process. Furthermore, in terms of teacher performance – including lesson planning, teaching implementation, learning evaluation, and task discipline – the teachers could be considered competent.
Copyright (c) 2026 Agussatriana Agussatriana, Andi Patmasari, Abdul Kamaruddin, Nadrun Nadrun, Muhammad Ismail https://creativecommons.org/licenses/by-nc/4.0
Faith, Language, and Technology: Developing a Multimodal ESP Textbook for Islamic Education
English textbooks in Islamic higher education often lack contextual relevance and multimodal features essential for English for Specific Purposes (ESP) instruction. This study developed and evaluated a multimodal ESP textbook integrating Islamic values and digital literacy, in alignment with the institutional vision of UIN Sjech M. Djamil Djambek Bukittinggi. An R&D design was employed. Practicality was assessed via a validated questionnaire (Cronbach's α = 0.87); effectiveness was measured through pre- and post-test scores analyzed using an independent samples t-test. Seventy-six students were assigned to an experimental group (n = 40) using the self-developed textbook and a control group (n = 36) using conventional materials across six weeks (100 min each). Pre-test results confirmed baseline equivalence (p > 0.05). The textbook achieved a high practicality rating (M = 4.25; 85.09%). Post-test scores showed a significant group difference (t = 7.496, p < 0.05), with the experimental group outperforming the control group (M = 77.93 vs. 56.06). Effect size was large (Cohen's d = 1.96). The self-developed multimodal ESP textbook is both practical and effective for Islamic Education study program students. Findings support faith-integrated multimodal design as a worthwhile approach for ESP curriculum development in Islamic higher education. Future research should explore long-term retention and cross-institutional replication.
Copyright (c) 2026 Widya Syafitri, Merry Prima Dewi, Hilma Pami Putri, Nayara Syafrianti Putri https://creativecommons.org/licenses/by-nc/4.0
A Bibliometric Analysis of Pragmatics and Speech Act Research (2015–2025): A Scopus-Based Study
This study mapped the global landscape of pragmatics and speech act research through a bibliometric approach. A corpus of 1,346 Scopus-indexed articles and reviews published between 2015 and 2025 was analyzed using the bibliometrix package in R and Biblioshiny, examining publication trends, citation patterns, and network structures including co-authorship, co-citation, and keyword co-occurrence. The findings revealed a sustained growth in research output (annual growth rate: 10.1%), sustained by a small set of core journals, most prominently the Journal of Pragmatics, and a group of highly prolific authors distributed across institutions in Europe, East Asia, and the Middle East. Theoretically, the field remained anchored in foundational constructs derived from speech act theory, politeness, and interlanguage pragmatics, while emerging areas such as digital discourse, corpus-based approaches, and computational applications had gained increasing visibility. Co-citation analysis identified Austin (1962), Searle (1979), and Brown and Levinson (1987) as the most consistently cited intellectual anchors. The co-word network revealed a conceptual structure centered on speech acts and pragmatics, with interconnected clusters related to politeness and interactional norms, specific speech-act types such as requests and apologies, and emerging computational or data-driven approaches. Taken together, the results sketched a field that had grown substantially over the decade, consolidated around a recognizable set of theoretical anchors, and opened up toward new methods, media, and cross-linguistic contexts.
Copyright (c) 2026 Zulfikri Zulfikri https://creativecommons.org/licenses/by-nc/4.0
Struggling to Meet Expectations: Speaking Difficulties and Strategies of EFL Students at Datokarama State Islamic University Palu
This qualitative research employs a case study design to investigate the difficulties and strategies in speaking English encountered by third-semester students of the English Tadris Department at Datokarama State Islamic University, Palu. The participants were 30 students, and data were collected through classroom observation and semi-structured interviews. The findings categorize students’ difficulties into psychological and linguistic factors. Psychologically, students experienced nervousness, fear of making mistakes, fear of judgment, and avoidance of eye contact. Linguistically, difficulties included limited fluency, a limited vocabulary, and errors in pronunciation and grammar. To overcome these barriers, students employed various strategies such as watching English movies, listening to songs, singing along, constructing sentences with new vocabulary, using gestures for visualization, and joining English clubs. Notably, students also utilized digital tools and smartphone applications, including AI, Duolingo, Elsa Speak, Let Me Speak, HelloTalk, TikTok, Instagram, and YouTube. This research highlights the struggles of English majors and provides insights for lecturers to improve teaching strategies and foster a more supportive learning environment.
Copyright (c) 2025 Afifah Afifah https://creativecommons.org/licenses/by-nc/4.0
AI Misuse in Reading Assessments: A Case Study of Short-Story Reading in Higher Education
This study examined higher education students’ experience and reading comprehension after reading short stories. Forty-one students were involved in this research and were chosen by using a convenience sampling method. The design of this research was a mixed-method research employing descriptive quantitative analysis and thematic interpretation. Two instruments were used, namely the reading comprehension test and the questionnaire, to evaluate students’ perception of short stories. The students’ reading comprehension mean score was 68.26 (categorized as unsatisfactory). Additionally, most students agreed that reading short stories broadened their vocabulary. Moreover, there was an unexpected finding in this research, which was not listed for research purposes, i.e., the misuse of Artificial Intelligence among students to answer reading questions. Furthermore, some students tried to use a translation tool from Google Lens; they copied the translation result on their answer sheet without any changes. The last group of students was caught cheating. They shared similar answers. Those academic violations influenced the reading comprehension means score due to a reduction in scores. In conclusion, reading short stories can be an alternative to teach reading since it opens opportunities to students to come across new vocabulary, which helps them to understand the story as well as grammar knowledge. To avoid the challenges found in this research, it is suggested that English teachers explain the pros and cons of the use of Artificial Intelligence in learning English, issue clear rules of AI usage in the classroom, and keep motivating the students to put more effort to learn English.
Copyright (c) 2025 Sari Rahmawati https://creativecommons.org/licenses/by-nc/4.0
Toward Value-Integrated Pedagogy: A Literature Review on Embedding Islamic Principles in EFL Teaching
The integration of Islamic values into English as a Foreign Language (EFL) instruction has gained renewed attention in recent years, particularly as educators seek approaches that balance global communicative competence with moral and spiritual development. This study employs a qualitative narrative library research design to analyse scholarly works published between 2020 and 2025 that address the incorporation of Islamic principles within EFL curriculum and pedagogy. The reviewed literature reveals three overarching themes: (1) the philosophical foundations of Islamic education, which emphasize the inseparability of knowledge, adab, and ethical formation; (2) emerging pedagogical efforts to embed Islamic values through discourse, material selection, classroom interaction, and digital media; and (3) persistent gaps in curriculum-level frameworks, as most studies remain focused on teacher practices rather than systematic institutional design. Findings indicate that value-integrated EFL instruction is conceptually robust and pedagogically feasible. Yet, its implementation remains fragmented due to limited teacher preparation, insufficient instructional resources, and the absence of coherent curricular models. This study concludes that developing structured, context-sensitive frameworks is essential for ensuring that EFL curricula harmonize linguistic objectives with Islamic moral orientations. Implications are offered for curriculum developers, educators, and institutions seeking to create value-integrated EFL programs that support both communicative proficiency and ethical character formation.
Copyright (c) 2025 Selvi Selvi, Aisyah Aisyah, Siti Maida, Irma Irma, Norliani Norliani, Dora Nengsih, Zaitun Qamariah https://creativecommons.org/licenses/by-nc/4.0
The Role of Grammarly as an Automated Writing Evaluation Tool in EFL Writing Learning Process
This study investigated the role of Grammarly as an automated writing evaluation (AWE) tool in supporting EFL learners’ writing development. A library-based review was conducted, analyzing findings from 30 empirical studies published between 2018 and 2025. A thematic analysis approach was employed to identify common patterns across the selected literature. The review showed that Grammarly primarily contributed to improvements in writing accuracy, linguistic proficiency, and surface-level mechanics. The tool also supported the development of learner autonomy, strategic revision skills, and motivation when integrated into classroom writing activities. However, the reviewed studies indicated that Grammarly remained limited in addressing higher-order writing skills such as organization, coherence, and idea development. These findings highlighted the importance of combining AWE tools with teacher feedback to achieve balanced writing instruction. The study offered insights relevant to international educators seeking evidence-based guidance on adopting AWE tools to enhance EFL writing pedagogy.
Copyright (c) 2025 Kristian Florensio Wijaya https://creativecommons.org/licenses/by-nc/4.0
Language Learning Strategies in Teaching Speaking: A Case Study at SMK Negeri Nibaaf
This study investigated the language learning strategies, defined as the intentional techniques used by teachers to facilitate students’ language development, employed by English teachers in teaching speaking at SMK Negeri Nibaaf. The purpose of the research was to identify the strategies that the teachers used and the challenges that they faced. A descriptive qualitative method was employed, and two English teachers participated in the study. Data were collected through classroom observations and interviews. The non-participant classroom observation was employed in three meetings. To support the observation, the semi-structured interview was addressed to two English Teachers. The data was analyzed in three stages: data reduction, data display, and conclusion drawing. Data reduction involved selecting and focusing on relevant information, data display was conducted through descriptive narrative, and the final stage involved drawing conclusions to answer the research questions. The findings revealed that the teachers implemented several strategies, including showing and telling, setting clear lesson goals, providing flexible time, encouraging collaborative work, and giving feedback. These strategies were effective in enhancing students’ speaking performance, as most students became more confident and willing to speak English. However, some challenges persisted, such as limited vocabulary, shyness, and pronunciation difficulties. The study concluded that effective strategies significantly improved students’ speaking skills, but teachers needed to continuously adapt their approaches to address learning problems.
Copyright (c) 2025 Pricila Ines Ua, Fransiska Densiana Luruk, Edmundus Bouk https://creativecommons.org/licenses/by-nc/4.0
Code-Switching in EFL Classrooms: A Tool for Comprehension or a Hindrance in Fluency
This study explored the dual role of code-switching in English as a Foreign Language (EFL) classrooms, examining whether it functioned more as a tool to support comprehension or as a hindrance to fluency development. Employing a qualitative descriptive design, the research involved three English teachers and ten intermediate-level students in a bilingual educational context. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analysed thematically. Findings revealed that when used strategically and sparingly, code-switching served as an effective pedagogical scaffold, enhancing comprehension, reducing learners’ anxiety, and fostering confidence—particularly among lower-proficiency students. Teachers reported that occasional use of the students’ first language (L1) maintained lesson flow and facilitated understanding of complex material. However, excessive reliance on code-switching was found to limit students’ opportunities to practice English, foster dependency on L1, and impede the development of fluency and communicative competence. These findings underscored the need for a balanced and principled approach to code-switching, where teachers used L1 judiciously to support learning while progressively increasing English use to promote fluency. The study contributed to the ongoing debate on the pedagogical value of code-switching, highlighting its potential as a flexible instructional strategy when applied thoughtfully within learners’ sociocultural and linguistic contexts.
Copyright (c) 2025 Zul Aini Rengur, Prisna Aswarita Putri, Fatima Fatima, Nurfauziah Mansur, Zulfikri Zulfikri, Ana Kuliahana, Fatimawali Fatimawali https://creativecommons.org/licenses/by-nc/4.0
An Analysis of the Equivalence in Translating English Idioms into Indonesian at the English Education Department
This research aims to analyze the use of equivalence in translating English idioms into Indonesian by students of the English Education Department at State Islamic University of Sultan Syarif Kasim Riau. The study employed a quantitative descriptive method. This research applied the Stratified Random Sampling technique. The test was the main intrument of the research. The data were collected from students’ translation of 20 sentences containing idiomatic expressions and analyzed using Nida and Taber’s theory of equivalence, which classifies translation into dynamic and formal equivalence. The findings revealed that most students tended to use dynamic equivalence more frequently than formal equivalence. Out of 480 total translation products, 45.4% were categorized as dynamic equivalence, 37.3% as formal equivalence, 13.5% as non-equivalent, and 3.8% were left untranslated. Although many translations successfully conveyed the intended idiomatic meaning, some failed due to literal translation or lack of contextual understanding. This research is expected to contribute to translation studies, particularly in improving students’ competence in translating idiomatic expressions meaningfully and accurately.
Copyright (c) 2025 Khairia Hafiza, Faurina Anastasia, M. Riskiyadi Siregar https://creativecommons.org/licenses/by-nc/4.0
From Traditional to Trendy: How ELT Curricula Have Evolved
This study aimed to examine the evolution of the curriculum in english language teaching (elt) from traditional approaches to more modern and contextual ones. Based on the reality that 21st-century learning demanded changes in teaching approaches, methods, and curriculum content, this research adopted a library research method with a qualitative approach. Data were collected from various relevant academic literature sources and were analyzed using content analysis in a descriptive-qualitative manner. The findings indicated that elt curricula had undergone significant shifts, moving from grammar-based and rote memorization models to communicative and task-based approaches that emphasized language use in real-life contexts. These changes were driven by various factors, including technological advancements, globalization, and the demands of 21st-century competencies. This study contributed by providing a historical mapping and critical analysis of elt curriculum dynamics, offering conceptual insights that could serve as a foundation for developing adaptive, relevant, and future-oriented curricula.
Copyright (c) 2025 Nabila Nur Azizah, Maulida Zahratun Niesrina, Zaitun Qamariah https://creativecommons.org/licenses/by-nc/4.0
Effectiveness of Reading-Aloud Strategy in Improving Eighth-Grade Students’ Pronunciation
The aim of this research is to determine the efficacy of reading aloud technique in enhancing the pronunciation of eighth-grade students at SMP Negeri 9 Palu. This study concentrates on instructing pronunciation, particularly vowel sounds. They comprise twelve phonemes. This study employed a quasi-experimental research design. The sampling approach employed was basic random sampling. The experimental group selected is VIIIC, with 31 students, while the control group is VIIIE, also consisting of 31 students. The research instrument was a test, which was divided into pre-test and post-test. The researcher utilized SPSS 27 for data analysis. This study reveals that the reading aloud technique effectively enhances the pronunciation skills of eighth-grade students at SMP Negeri 9 Palu. The mean score of the experimental group was found to be higher than that of the control group (92.25 > 65.94). Furthermore, the significance (2-tailed) result was below 0.05. Consequently, it can be argued that the hypothesis was accepted. The impact size is 0.90. The reading aloud technique significantly enhances students' pronunciation. Consequently, the implementation of the reading aloud technique significantly enhanced the pronunciation of the eighth-grade students at SMP Negeri 9 Palu.
Copyright (c) 2025 Shinta Bella, Rofiqoh Rofiqoh, Zarkiani Hasyim https://creativecommons.org/licenses/by-nc/4.0
Implementing Student-Centered Learning to Facilitate Students’ Reading Comprehension of Report Texts: A Case Study
This study sought to examine how English teachers implemented student-centered learning to facilitate students in improving their comprehension of English report texts during the process of teaching English as a foreign language to Indonesian students at a vocational high school in Riau. Employing a qualitative case study design, data for this study were gathered through classroom observations, interviews with two English teachers, and focus group discussions with two groups of students at the school. Analyses of the data showed that the implementation of student-centered learning in facilitating students’ comprehension of English report texts was communicative, as evidenced by its innovative and collaborative nature. Other findings indicated that it was both relevant to the expected learning outcomes and flexible in terms of lesson planning, classroom practice, and evaluation, as revealed through analysis of the relevant data. In general, it was concluded that the English teachers in this study were adequately successful in implementing student-centered learning to support students in developing their reading comprehension of English report texts.
Copyright (c) 2025 Abdul Hadi, Liza Fazira https://creativecommons.org/licenses/by-nc/4.0
The Role of Needs Analysis in Designing Relevant Learning Outcomes for EFL Curriculum: Literature Review
Designing an effective English as a Foreign Language (EFL) curriculum necessitates a comprehensive understanding of learners’ linguistic, academic, and sociocultural needs. This qualitative literature review critically examines the role of needs analysis in shaping relevant and context-sensitive learning outcomes for EFL programs. Drawing upon peer-reviewed studies published between 2015 and 2025, this study applies content analysis to identify recurring themes and gaps in the literature. The findings converge on three interrelated insights: (1) the imperative of constructing learner-centered and contextualized curricula; (2) the detrimental impact of omitting systematic needs analysis, often resulting in decontextualized and ineffective learning outcomes; and (3) the transformative role of participatory needs analysis involving multiple stakeholders. The review reveals that when needs analysis is consistently implemented, it enhances curricular relevance, learner motivation, and instructional alignment. Conversely, underutilization—especially in centralized or under-resourced systems—undermines curriculum effectiveness. The study advocates for an epistemological shift in curriculum development: reconceptualizing needs analysis as a continuous, dialogic process rather than a preliminary task. The paper concludes by proposing institutional strategies for integrating technology, stakeholder feedback, and reflective practice into the curriculum development cycle. These findings offer critical implications for educators, curriculum designers, and policymakers aiming to foster adaptive, equitable, and learner-responsive EFL education.
Copyright (c) 2025 Annisa Meilyani, Dimitria Rinalgi, Marisa Shermia Nandha, Zaitun Qamariah https://creativecommons.org/licenses/by-nc/4.0
Improving Reading Comprehension of the Eleventh Grade Students of SMA Negeri 4 Palu Through the Use of Preview, Ask Question, Read and Summarize (PARS) Strategy
The objective of this research was to determine whether the use of the PARS (Preview, Ask Question, Read, Summarize) strategy could improve reading comprehension among eleventh-grade students at SMA Negeri 4 Palu. A quasi-experimental design was used with a sample selected through available sampling. Class XI H served as the experimental group and Class XI F as the control group. Class XI H was chosen for treatment due to its lower English proficiency based on pre-test results. The research instrument was a reading test consisting of multiple-choice, essay, and true/false questions, administered as both pre-test and post-test. The mean pre-test scores were 46.04 for the experimental class and 47.46 for the control class. After treatment, the experimental group’s mean post-test score rose to 75.72, while the control group’s was 65.69. Statistical analysis showed that the t-counted value (1.99) exceeded the t-table value (1.67), indicating a significant improvement. The findings suggest that the PARS strategy effectively enhances students’ reading comprehension. Therefore, teachers are encouraged to implement this strategy to promote student engagement and understanding, particularly in content-heavy subjects, by guiding learners through an active and structured reading process.
Copyright (c) 2025 Laode Moh Renaldi https://creativecommons.org/licenses/by-nc/4.0
Identifying Grade X Students’ Problems in Learning English Vocabulary at SMAN 1 Palasa Parigi Moutong
This research aimed to identify the problems faced by Grade X students in learning English vocabulary at SMAN 1 Palasa Parigi Moutong, with a focus on Grade X C students as the research subjects. The study employed a qualitative descriptive method, involving 29 students selected from a total population of 153. The instruments used to collect data were a questionnaire consisting of 13 questions and interviews with 8 questions. The findings revealed five main categories of difficulties experienced by the students: (1) challenges in memorizing long and complex vocabulary, indicating limited memory capacity and the absence of effective learning strategies; (2) difficulties in translating English texts, which stemmed from limited vocabulary mastery, insufficient grammatical understanding, and an inability to comprehend sentence context; (3) problems in spelling, caused by discrepancies between English pronunciation and spelling; (4) pronunciation difficulties, particularly due to the presence of silent letters and inconsistencies between spelling and pronunciation; and (5) obstacles in accurately using vocabulary in sentences, especially in selecting the correct verb tense and appropriate prepositions. These results indicated that students’ vocabulary mastery required significant improvement across various aspects, including memory retention, spelling, pronunciation, comprehension, and contextual usage. Therefore, a more contextualized, integrative, and sustainable approach to teaching English vocabulary was needed at the secondary school level.
Copyright (c) 2025 Safira Safira https://creativecommons.org/licenses/by-nc/4.0
An Analysis of Students’ Motivation in Reading Digital English Textbook at Saiburi Islam Wittaya School in Southern Thailand
The purpose of this study is to identify students' motivation to read English textbooks. In addition, this study also investigates why they have lower motivation in reading English. To explore the research objectives, the researcher used a qualitative research approach with a case study design. To select the participants, purposive sampling technique was used. The participants in this study were 4 female students from different grade levels. Data collection was conducted through observation and interviews. The findings show that there are 3 factors that influence students' motivation in reading English digital textbooks. The three factors are internal factors (intrinsic) students are not interested and feel tired quickly reading digital books, external factors (controlled motivation) students start reading when told by the teacher or with friends, and amotivation students prefer to use printed textbooks rather than digital. These three factors greatly influence students' motivation in reading digital English textbooks. In conclusion, students showed low levels of motivation when interacting with digital English textbooks, both during learning activities and in informal settings during their free time.
Copyright (c) 2025 Adinda Risma Fitriana, Faurina Anastasia, M. Riskiyadi Siregar https://creativecommons.org/licenses/by-nc/4.0
THE ANALYSIS OF SCHIZOPHRENIA SYNDROME IN JOANNE GREENBERG’S “I NEVER PROMISED YOU A ROSE GARDEN”
This research aimed to discover the reflection of schizophrenia syndrome in Joanne Greenberg’s I Never Promised You a Rose Garden and the reasons why Joanne Greenberg wrote the novel. The research used a descriptive method. The data were divided into two categories: primary data and secondary data. The primary data consisted of the main information taken from the novel I Never Promised You a Rose Garden. The secondary data included the biography of the author and related literature, such as books and online sources, to support the analysis. The data were collected by reading the novel several times, analyzing its dialogue and themes, noting dialogues related to schizophrenia syndrome, and studying the historical background of the author, Joanne Greenberg. In analyzing the data, the researcher applied a genetic structuralism approach, focusing on both the intrinsic and extrinsic elements of the novel. The results of this analysis showed that Deborah Blau, the main character, suffered from schizophrenia syndrome due to her environment. She experienced hallucinations and delusions, which indicated paranoid schizophrenia. She received treatment through psychotherapy administered by her doctor in a mental hospital. Joanne Greenberg wrote the novel to depict the reality of life for people with mental illness. Additionally, the novel was inspired by her personal experiences, which she transformed into the story.
Copyright (c) 2024 Fatima Fatima, Zulfikri Zulfikri, Zul Aini Rengur, Nurfauziah Mansur, Prisna Aswarita Putri https://creativecommons.org/licenses/by-nc/4.0
THE EFFECTIVENESS OF SCANNING TECHNIQUE ON READING RECOUNT TEXT FOR EIGHTH GRADE STUDENT OF MTS NURUL HASANAH PENGAWU
This study investigated the effectiveness of the scanning technique in improving reading comprehension of recount texts among eighth-grade students at Madrasah Tsanawiyah Nurul Hasanah Pengawu. The primary objective was to determine whether the scanning technique enhanced students' ability to comprehend recount texts. A quantitative approach was adopted, utilizing a quasi-experimental design. The research involved 35 eighth-grade students selected through purposive sampling based on specific criteria, with class VIIIB assigned as the experimental group and class VIIIA as the control group. Before the intervention, students struggled with understanding recount texts. However, after the experimental group received treatment using the scanning technique, their performance improved significantly, as evidenced by an increase in their average scores from 45.33 in the pre-test to 76.94 in the post-test. These findings indicated that the scanning technique was an effective method for enhancing reading comprehension of recount texts in this context.
Copyright (c) 2024 Nur Mufidah, Ana Kuliahana, Zuhra Zuhra https://creativecommons.org/licenses/by-nc/4.0
DESIGNING A DIGITAL TEXTBOOK OF LANGUAGE ASSESSMENT AND EVALUATION ON FACILITATING FLEXIBLE LEARNING FOR UNDERGRADUATE STUDENTS
The purpose of this project is to identify the digital textbook that students need in language assessment and evaluation courses require, and to create that textbook using fliphtml5. This study employed the addie model as part of its research and development (r&d) methodology. A questionnaire, document list, and validation sheet are the methods used to collect the data. The department of English education of UIN Sultan Syarif Kasim Riau held this study on July 10, 2024. UIN Sultan Syarif Kasim Riau was the study's location. Participants in this study included lecturers and sixth-semester eed students. Data was also sent to learning material experts and media experts for validation in addition to need analysis. The study's findings demonstrate the need for digital textbooks as a tool in the teaching and learning process for both lecturers and students. The digital textbook, however, was based on a syllabus that appropriate with the higher curriculum. Additionally, the average calculation results (average measure) yielded a value of 0.620 with a moderate category, while the ICC reliability results (individual value, single measure) obtained an individual value of 0.450 or included in the poor category.
Copyright (c) 2024 Nurma Dianti Putri, Nur Aisyah Zulkifli https://creativecommons.org/licenses/by-nc/4.0
THE IMPACT OF ENGLISH-SPEAKING CONTENT VIDEOS ON INSTAGRAM ON STUDENTS' SPEAKING SKILLS
Students' speaking skills can be enhanced by using Instagram English content videos as a teaching and learning tool. With Instagram, students can simultaneously practice four separate English language skills. Instagram offers the chance to participate in a dialogue process. Because Instagram is thought to be the best place for EFL learners to produce language exposure, it can therefore accommodate speaking practices. The purpose of this research is to determine whether Instagram's English-language content videos have a noteworthy impact on the speaking abilities of State Islamic University of Sultan Syarif Kasim Riau students. Ex post facto design and quantitative methodology were employed in this investigation. The researchers distributed the questionnaire in order to gather data. Which were choosen by using purposive sampling. On May 25, 2023, the Department of English Education at UIN SUSKA Riau hosted this research. the information gathered from 42 samples. They were English Education Department fourth-semester students. Furthermore, surveys were employed to collect the information. The results showed that students' speaking abilities are significantly impacted by Instagram English content videos, utilizing the simple linear regression computation table. The T ratio gain of 10.777 is higher than the T table value of 2.020, meaning that 10.777 > 2.020. Next, 0.00 was the significant value (0.00 < 0.05), which is less than 0.05. It is clear from this outcome that Ha is approved and Ho is refused. Thus, Instagram English content videos have an impact on students speaking skills.
Copyright (c) 2024 Suhendri Prayoga, Faurina Anastasia, Feny Martina, M. Riskiyadi Siregar https://creativecommons.org/licenses/by-nc/4.0
DESIGNING E-MODULE OF TRANSLATION AND INTERPRETATION USING KVISOFT FLIPBOOK MAKER FOR ENGLISH EDUCATION DEPARTMENT STUDENTS
This study aimed to find out the module needed by students in translation and interpretation course and to design e-module using kvisoft flipbook maker. This research used a research and development (R&D) method using the ADDIE model. The data collection technique used is through a questionnaire, document list and validation sheet. This research was hold on July 06, 2023 at Department of English Education UIN SUSKA Riau. This study was conducted at UIN Suska Pekanbaru, Riau. The participants of this study for need analysis the data was given to 6th-semester EED students and teachers, in addition for validation the data was given to learning material expert and media expert. The result of this study shows that the students and teachers needed e-module as a tools in teaching and learning process. However, the module was based on syllabus that reflected curriculum in higher curriculum. Furthermore, the ICC reliability results obtained an individual value (single measure) of 0.113 or included in the poor category, while the average calculation results (average measure) obtained a value of 0.203 with a poor category.
Copyright (c) 2024 Fitrani Dinda Fadilah, Nur Aisyah Zulkifli https://creativecommons.org/licenses/by-nc/4.0
Intercultural Communicative Competence in the Interpreting Classroom: Evidence from Japanese–English into Indonesian Consecutive Interpreting Practice
Intercultural Communicative Competence (ICC) is increasingly recognized as a foundational skill for interpreter trainees, yet its systematic integration into interpreting pedagogy remains underexplored, particularly in the Indonesian higher education context. This study investigates how ICC, operationalized through Byram's (1997) five-savoir framework, manifests in consecutive interpreting performance and intercultural interaction among undergraduate students enrolled in English study programs at a public university in West Java, Indonesia. Drawing on two complementary datasets, (1) pre-test and post-test interpreting transcripts from 15 students interpreting authentic Japanese–English political speeches into Indonesian, and (2) post-conference questionnaire data and observation notes from an Online International Student Conference (OISC) involving 12 Indonesian and 15 Japanese undergraduates, the study employs thematic analysis to examine ICC development of attitudes, knowledge, and skills aspects. Findings indicate that structured interpreting instruction grounded in genre awareness and intercultural reflection produces measurable gains in accuracy, pragmatic equivalence, and cultural mediation strategies. Students who developed stronger ICC demonstrated greater tolerance for ambiguity, more sophisticated discourse repair, and heightened awareness of ideological dimensions in source texts. The study proposes an ICC-informed model for interpreting pedagogy in Indonesian English study programs and identifies implications for curriculum design, assessment rubric development, and international collaboration.
Copyright (c) 2024 Susi Septaviana Rakhmawati, Dewi Kusrini https://creativecommons.org/licenses/by-nc/4.0
THE IMPLEMENTATION OF LANGUAGE PROGRAM TO IMPROVE ENGLISH SPEAKING SKILLS FOR ELEVENTH GRADE STUDENTS AT AL-IHSAN BOARDING SCHOOL
This study aimed to examine the implementation of the Language Program and the factors influencing its execution in an Islamic boarding school in Pekanbaru. The research employed a qualitative case study approach, utilizing purposive sampling techniques to select participants. Data were collected through interviews with two teachers, a dormitory supervisor responsible for the language section, and a deputy principal in charge of the curriculum section, as well as through observations and focus group discussions involving 10 students. The findings revealed that the implementation of the language program at Al-Ihsan Boarding School was generally effective. The supporting factors included the consistent execution of established programs, the availability of facilities, the role of teachers, the use of teaching materials, media, and strategies. However, several inhibiting factors were identified, such as students' low motivation to use English, limited time, linguistic challenges, and anxiety experienced by some students.
Copyright (c) 2024 M Rafqi Alfayyad Rafqi, Abdul Hadi https://creativecommons.org/licenses/by-nc/4.0
Benefits and Problems of Using Learning Applications in Teaching English
This research describes the benefits and problems of teaching English using learning applications. This research is library research. The analysis shows that teaching English using learning technology has several benefits in the teaching and learning process, such as helping students understand the material more easily, increasing interest and motivation in learning, building self-confidence, training cooperation, increasing critical thinking, and creating an atmosphere where learning becomes more fun. For example, in learning speaking, teachers can use social media platforms to practice their English speaking skills, such as by recording videos on YouTube, voice recordings on WhatsApp Voice and so on. Besides that, several difficulties when teaching English using learning applications are time management, difficulty developing material, and students failure to focus on certain parts of learning. In this technology-based learning environment, it is necessary for the teacher to provide clear instructions to students regarding the use of learning applications so that the activity process can be carried out properly and appropriately. To be successful in teaching English by using learning applications, several aspects must be considered that involve all parties, including the availability of infrastructure and devices, the readiness of learning materials, learning activities that support students' cognitive development, and the readiness of teachers and students to carry out various learning applications.
Copyright (c) 2024 Joko Prayudha.S https://creativecommons.org/licenses/by-nc/4.0
Students’ Perception Regarding the Use of Google Translate for English Text Translation
The use of digital tools in the learning process is common. Google Translate is used as an online translation tool to help the process of translating English texts. This research aims to discover the English Tadris Study Program students’ perception regarding using Google Translate to translate English texts at State Islamic University Datokarama Palu. The formulation of the problem is “How do the English Tadris Study Program students perceive the use of Google translate in translating English texts at State Islamic University Datokarama Palu?”. This research used a descriptive qualitative approach. The data were collected through questionnaires and interviews with 20 English Tadris Study Program batch 2020 students as research informants. The results showed that some students used Google Translate to translate English texts. The existence of Google Translate can help students with translation. Besides that, Google Translate helps students understand English texts. Some positive perceptions conveyed by the students from the results of the interview were about the use of Google translate, including easy access, help in knowing the pronunciation of a word, increasing vocabulary, and saving time in translating. However, there is a negative perception about using Google Translate, namely the accuracy of the translation results. The students argue that the translation results from Google Translate provide inaccurate translations, so it is recommended that translation results be rechecked using other translation media.
Copyright (c) 2024 Mastang Mastang, Afifah Afifah, Fatima Fatima https://creativecommons.org/licenses/by-nc/4.0