ETERNAL (English Teaching Journal) Journal title ETERNAL: English Teaching Journal Initials ETERNAL Abbreviation ETERNAL Frequency 2 issues per year (February & August) DOI Prefix 10.26877 by ISSN 2614-1639 (online) Editor-in-chief Th. Cicik Sophia Budiman, S.S., M.Pd. Publisher UPGRIS Press Citation Sinta 3 | Google Scholar | Garuda | Dimensions ETERNAL (English Teaching Journal) has been accredited as a scientific journal by the Ministry of Research and Technology/National Research and Innovation Agency of Republic Indonesia (Sinta 5): 200/M/KPT/2020 PERIOD: 2018-2022. ETERNAL (English Teaching Journal) is published twice a year in the month of February and August ISSN 2086-5473 (Print) and ISSN 2614-1639(Online). It presents articles on English language teaching and learnings, literature and research. The contents include analysis studies, application of theories, research reports, material developments and reviews.
Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang
Enhancing Paragraph Completeness through MASS-MISS Technique in EFL Academic Writing Instruction
This research aims to investigate the impact of targeted instructional technique on students' paragraph writing abilities. The primary objective is to determine whether implementing Major Supporting Sentence (MASS) and Minor Supporting Sentence (MISS) techniques can significantly enhance the completeness of students' paragraph writing. The research employs a pre-experimental design, involving a one-group pre-test and post-test approach to assess the effectiveness of the treatment. Initially, students’ paragraph writing abilities were evaluated via a pre-test, which established a baseline for their competencies across various writing dimensions. The subsequent treatment, which included explicit instruction in placing MASS and MISS within paragraph writing. Post-treatment analysis revealed a significant enhancement in students' abilities to organize and articulate their thoughts in writing. The results indicated that the implementation of MASS and MISS not only improved the depth of their content but also the overall coherence and flow of their paragraphs. Statistical analysis demonstrated a substantial increase in post-test scores compared to pre-test scores, suggesting that the instructional techniques effectively addressed the weaknesses previously observed in student writing. Moreover, the effectiveness of the MASS and MISS techniques illustrates the potential for structured approaches to transform students' writing experiences
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Implementation of Deep Learning Approach on Learning English at SMP Islam Tathmainul Quluub
This study analyzes the use of deep learning approaches in English teaching at SMP Islam Tathmainul Quluub, Sindang, Indramayu, focusing on meaningful, mindful, and joyful learning. Using a qualitative case study method, the research includes participatory observation, in-depth interviews, and documentation analysis. The findings indicate that educators successfully apply three main aspects of deep learning while adapting to the local context. Meaningful learning is achieved by connecting lessons to local issues, mindful learning through planned metacognitive strategies, and joyful learning by incorporating local cultures. Teachers face challenges with digital infrastructure when implementing hybrid learning models, and focus on strengthening their skills through ongoing professional development. Positive impacts include improved critical thinking, character development, social skills aligned with the '6C' concept, and increased student motivation. This application model demonstrates how schools in coastal areas can transform learning by integrating cognitive, social-emotional, and cultural elements.
Evaluating the TSENCYDENT Routine: A Comprehensive Analysis of Students’ Perceptions on Learning Environment, Speaking Fluency, and Confidence in an Indonesian EFL Context
Speaking anxiety and limited feedback opportunities in large classes pose significant challenges to developing English speaking fluency in Indonesian high school contexts. This study evaluates students’ perceptions of the Tsencydent routine, a brief, structured warm-up activity designed to address these issues. Employing a convergent mixed-methods design, data were collected via questionnaires and open-ended responses from 20 students at a Muhammadiyah senior high school in Padang Panjang and analyzed using descriptive statistics and thematic analysis. Findings indicate that students generally perceived the routine as useful in fostering a low-pressure learning environment, which appeared to reduce anxiety and increase comfort compared to formal speaking assessments. Commonly reported benefits included perceived growth in vocabulary, improved speaking fluency, and greater self-confidence, often attributed to immediate and constructive teacher feedback. Most students recommended the routine’s continued use. Based on these findings, the study proposes that the Tsencydent routine may serve as a practical pedagogical approach that combines affective support with scaffolded language practice, presenting a possible framework for EFL classrooms facing similar constraints.
Assessing Speaking Skills in English Matriculation Classes: Challenges and Strategies
This research revealed two main issues regarding speaking assessment, that is students’ low speaking confidence and low vocabulary mastery. These two issues hampered students in delivering their ideas fluently and do not speak well in the speaking assessment. To solve the problems, the researcher employed some strategies. This study aimed at describing the problems of the learners and the approaches used by the teacher in carrying out speaking tests in a matriculation class of MAN 1 Blitar. Qualitative descriptive approach with 34 students as subject, the data was collected by conducting class observation, conducting interview with English teacher and some students, and analysing students’ speaking performance tasks. The result showed that some students were reluctant to speak because of fear of making mistakes, lack of self-confidence, and lack of vocabulary. The teacher used three strategies which are providing vocabulary support, conducting group discussion, and providing formative feedback to help students in doing speaking assessments. The result showed that some students were reluctant to speak because of fear of making mistakes, lack of self-confidence, and lack of vocabulary. The teacher used three strategies which are providing vocabulary support, conducting group discussion, and providing formative feedback to help students in doing speaking assessments. This research reveals the students’ problems in speaking assessment and the teacher’s strategy in conducting speaking assessments in matriculation class. The teacher’s scaffolding strategy helps students in delivering ideas fluently and speaking well. The result demonstrates the importance of considering both effective and linguistic factors in conducting speaking assessment. The result might be used as the reference for English teacher to conduct better speaking assessment.
Exploring the Impact of AI Chatbots on Students’ Speaking Skills in EFL Learners: A Systematic Review
AI chatbot is one of the latest technologies in solving EFL students' problems with speaking anxiety and limited speaking practice. In this study, we conduct a Systematic Literature Review for the investigation of the effect of using AI chatbots on EFL students' speaking skills and learners' perceptions toward the use of AI chatbots in speaking skill improvement. We followed the SALSA framework, which includes Search, Appraisal, Synthesis, and Analysis to direct our work. We searched Lens.org and Google Scholar databases for articles. The articles published from 2020 to 2025. We also conducted a thematic analysis within 24 identified articles. Overall, evidence shows students benefit greatly by practicing with AI chatbots. Students who do so make gains in vocabulary, grammar, fluency, pronunciation, and foreign language speaking anxiety (FLSA) and thus feel more motivated to communicate in the target language, as students find bots to be a less critical audience. However, this meta-analysis did find a lack of evidence about the disadvantages of chatbot use. There are also the general limitations of AI, such as the tendency to output the same response for different inputs, and AI's inability to replace the teacher's contextual feedback. Thus, the study finds that AI chatbots are an effective and useful tool for improving EFL speaking ability when used in moderation and as a complement to teacher-led instruction in the classroom.
Discourse Analysis of Students’ Writing: The Interplay Between Critical Thinking and Academic Vocabulary Use in Two Indonesian EFL Universities
This study examines how critical thinking and academic vocabulary (breadth and depth) influence the discourse features of undergraduate essays at Universitas PGRI Semarang and Universitas PGRI Madiun. Using a comparative qualitative design with quantitative indicators, the research analyzed student texts, vocabulary assessments, and interviews to evaluate coherence, cohesion, and argumentative clarity. Findings indicate that higher critical engagement correlates with more stable rhetorical sequencing and a clearer authorial stance. Furthermore, students with stronger vocabulary resources demonstrated more precise lexical choices and varied academic expressions. The comparison reveals that systematic scaffolding at Universitas PGRI Semarang fosters more coherent discourse, whereas irregular instruction at Universitas PGRI Madiun leads to greater variability in writing quality. The results underscore the necessity of an integrated pedagogy that combines critical-thinking development, explicit vocabulary enrichment, and discourse-focused instruction to enhance academic writing in Indonesian EFL contexts.
Figurative Language in Selected Song Lyrics of NIKI’s Nicole Album
Despite the extensive studies on figurative language in song lyrics, limited research has specifically explored emotional functions of figurative language in contemporary pop albums by Asian artists, particularly in NIKI’s Nicole album. This study aims to examine figurative language used in the lyrics of a few of NIKI’s songs from the Nicole album. This study employed a descriptive qualitative method focusing on documents through content analysis. The primary data of this study were a few chosen tracks from NIKI's Nicole album with an emphasis on the lyrics of the songs investigated. To examine the data, the songs were listened to several times, and the lyrics were carefully read to comprehend meanings of the metaphorical language. The data were gathered based on the categories of metaphorical language and categorized for further examination. Findings revealed that eight songs used 75 different types of figurative language which included metaphor as the most frequently used type. The five varieties of figurative language included personification, simile, hyperbole, irony, and metaphor. The use of figurative language created intense emotional expressions which included regret and despair and melancholy. The study demonstrates that song lyrics achieve their highest poetic and beautiful and emotional effects through the use of figurative language which also helps to express the song's main message.
Improving Applied Business Administration Students’ Reading Comprehension and Vocabulary Acquisition by Using Quizlet
This study investigates the integration of Quizlet as a digital tool to enhance English reading comprehension and vocabulary acquisition among second-semester Applied Business Administration students at Politeknik Negeri Ambon. The study addresses the urgent need to support ESP students who often struggle with discipline-specific reading due to limited academic vocabulary and low engagement, particularly in vocational higher education contexts. Using a mixed-methods design, data were collected from 45 students through pre-tests and post-tests, classroom observations, reflective journals, interviews, and Quizlet usage logs. Over eight instructional sessions, students engaged with Business Administration reading texts supported by Quizlet activities, including flashcards, games, and cumulative quizzes. Quantitative data were analyzed using paired-samples t-tests and effect size calculations to examine learning gains, while qualitative data were analyzed thematically to explore patterns of engagement and learner perceptions. The findings revealed significant improvements in vocabulary retention (+22.5) and reading comprehension (+23.2), with strong effect sizes. Weekly accuracy rates increased from 61% to 86%, and student engagement rose markedly, with active participation improving from 55% to 91%. Reflective data indicated a positive shift in students’ attitudes toward reading, from perceiving it as monotonous to viewing it as useful and engaging. These results highlight the pedagogical significance of integrating Quizlet as a supportive tool for fostering vocabulary development, reading comprehension, and learner engagement in ESP instruction.
Digital Storytelling with Scratch as a Pedagogical Tool to Enhance Reading Comprehension
Reading comprehension is a foundational skill underpinning students’ success in language learning, critical thinking, and academic achievement. However, many EFL learners experience difficulties engaging with extended and complex texts when reading instruction lacks creative and multimodal elements. This classroom-based study explores undergraduate English Literature students’ perceptions of using Scratch-based digital storytelling in a reading course at the English Literature Department of the Faculty of Law and Language, Universitas STIKUBANK. Grounded in constructivist learning and multimodal literacy theories, the study examines how the integration of technology, creativity, and narrative production is perceived to support students’ engagement with literary texts. Thirty-five students participated in a six-week digital storytelling project in which they digitally retold literary stories using Scratch. Data were collected through a validated 10-item questionnaire (Cronbach’s α = .94) and open-ended student reflections. The findings indicate that students perceived Scratch as an engaging platform that supported their understanding of story structure, character motivation, and thematic meaning. Students also reported increased collaboration, confidence, and enjoyment during reading activities. While the findings are perception-based, the study suggests that Scratch-based digital storytelling holds pedagogical potential for supporting students’ engagement with literary texts, interpretive processes, and digital literacy in EFL literature classrooms, thereby contributing to Sustainable Development Goal 4 (Quality Education).
Analysis of Peer Feedback Effects on Students’ Achievement in Writing Fantasy Stories
This study aims to examine the effectiveness of peer feedback in improving Grade 11 students’ achievement in writing fantasy stories.. The research used purposive sampling with 36 participants. Employing a mixed-methods approach, the study combines quantitative analysis of pre-test and post-test writing scores with qualitative insights from questionnaires and interviews to examine both the measurable impact and students’ perceptions of peer feedback in writing fantasy stories. Quantitative results revealed a statistically significant improvement in students’ writing performance, with the mean score increasing from M = 87.86 (SD = 2.58) on the pre-test to M = 92.56 (SD = 2.27) on the post-test, representing an approximate 14,67% gain (p < .01). Qualitative findings reveal that students perceive peer feedback as beneficial for enhancing creativity, structure, and idea development in their fantasy stories, as well as for fostering critical thinking and collaboration. The findings suggest that integrating peer feedback into writing instruction can enhance both students’ linguistic skills and creative engagement.
EFL Teacher’s Perspectives on Integrating AI into Reading Comprehension Teaching in Papua
This study explores EFL teachers’ perspectives on integrating Artificial Intelligence (AI) technologies into reading comprehension instruction in Papua, Indonesia. This study employed a quantitative descriptive survey, conducted with 17 teachers from elementary, junior high, and senior high schools. Data were collected through an online questionnaire and analyzed using descriptive statistics. Findings showed that teachers were generally familiar with AI and express confidence in its use, particularly with widely accessible tools such as ChatGPT and Grammarly. Teachers viewed AI as beneficial for enhancing comprehension and providing personalized support, yet remained cautious about its potential to motivate students. Challenges on AI usage included lack of training, limited infrastructure, and ethical concerns such as plagiarism and student over-reliance. Teachers emphasized the importance of having access to AI-based tools, opportunities for peer collaboration, and focused professional development in order to overcome these challenges. The study indicates that although integrating AI has the potential to enhance reading comprehension, adoption of this technology is still at a transitional stage. Clear ethical standards, fair resource distribution, and teacher-centered training will all be necessary for successful implementation.
Linguistic Grooming in Higher Education: A Forensic Discourse Analysis of Power, Manipulation, and Symbolic Control in Academic Relations
This study examines how language operates as a tool of manipulation in academic grooming within Indonesian higher education. Using a qualitative forensic-linguistic approach integrating Critical Discourse Analysis, Speech Act Theory, and Thematic Analysis, it analyses approximately 850 utterances from authentic lecturer–student communications, supplemented by interviews with six victims and one expert. The findings show that grooming unfolds through three interrelated linguistic mechanisms, affective persuasion, instrumental exploitation, and symbolic control, that gradually transform professional discourse into emotional dependency and compliance. Affective and instrumental lexis dominates grooming communication (71%), embedding coercion within rhetoric of care, mentorship, and professionalism, and producing discursive entrapment in which victims internalise control as trust. The study proposes a Forensic Linguistic Indicator Model (FLIM) for the early detection of grooming language, conceptualising academic grooming as institutionalised linguistic coercion and offering policy-relevant insights for safeguarding and prevention in higher education.
Exploring EFL Teachers’ Beliefs and Practices of Oral Corrective Feedback Across Different Grades
Oral corrective feedback is an essential part in learning English as a foreign language. Teachers' beliefs about oral corrective feedback generally underlie their practices, but some studies showed that sometimes there is a mismatch between teachers' beliefs and actual practices. Previous studies also found that students with different grades have different expectations about oral corrective feedback, making it important for teachers to understand it. Based on the previous findings, this study aimed to examine teachers’ beliefs and practices of oral corrective feedback for students across different grades. This study was a qualitative study, with data collection techniques using interviews and observations. The data was analyzed using thematic analysis. The participants in this study were two early secondary school English teachers located in Yogyakarta. The findings showed that teachers have a positive belief in the importance of oral corrective feedback. Teachers' beliefs about the oral corrective feedback timing match their actual practices. However, there was a mismatch between the strategies believed by grade 7 teachers and actual practices. It showed that teachers adjusted their oral corrective feedback strategies to the real conditions. Overall, the teachers’ practices produced positive uptake from students. This finding emphasized the importance of flexibility in the oral corrective feedback application according to the classroom context.
Pre-Service EFL Teachers’ Perceptions of Formative Assessment Literacy in Indonesian
The current study investigates the formative assessment literacy of Indonesian pre-service English teachers by adopting a sequential mixed-method approach. The survey data revealed that participants had a moderate level of formative assessment literacy (M = 3.02), with varying scores across three components. The conceptual domain scored the highest (M = 3.12), followed by the socio-emotional domain (M = 2.98) and the practical domain (M = 2.96). The second finding gained from the second part of the survey and from interview sessions indicated five different challenges encountered by the participants in practicing formative assessment. The issues raised by the participants were related to limited support from their institution, their heavy teaching workload, lack of digital literacy, their students’ low learning motivation, and the participants’ inadequate assessment skills and knowledge. Although this study has several limitations, it provides several implications, such as the urgency of providing training for teachers to help them improve their assessment literacy.
Exploring EFL Learners’ Emotional Engagement with Authentic English Captions in Digital Reading
In the digital era, social media has become a prominent source of authentic English input for English as a Foreign Language (EFL) learners. While previous studies have emphasized benefits such as vocabulary enhancement, motivation, and digital literacy, little attention has been given to how learners emotionally engage with emotionally charged captions frequently encountered on platforms like Instagram, TikTok, and X. Despite their linguistic simplicity, these captions frequently elicit emotional responses and personal reflection, indicating a potential role in language learning that extends beyond traditional comprehension. The present study investigates EFL learners’ emotional and cognitive engagement with such captions and examines how these factors relate to language learning behaviours. Employing a qualitative methodology, semi-structured interviews were conducted with purposively selected participants who regularly interact with English-language content on social media. Thematic analysis identified five principal themes: emotional resonance, cognitive reflection, language learning behaviour, platform influence, and frequency of exposure. Participants described translating captions, reflecting on personal experiences, and observing vocabulary growth as outcomes of engaging with emotionally charged texts. Participant reported that emotional connection appeared to support their comprehension and vocabulary acquisition, particularly when content aligned with their personal experiences. This study highlights the significance of affective factors in digital reading contexts and offers preliminary evidence that social media texts can function as meaningful resources in English language learning.
Enhancing Speaking Skills through Digital Storytelling: A case study
This research assessed how digital storytelling (DST) could enhance the junior high school students' oral proficiency skills in speaking the English language in the context of Islamic schooling in Indonesia. The research deployed a quasi – experimental design within the context of an Islamic school setting. The sample consisted of 64 students. 31 students comprised the experimental class who received instruction through the use of DST while 33 students made the control class who were taught using traditional instructional techniques. The data was collected through administered tests which assessed the students' speaking through various parameters. To understand the progress of the student's scores within the two groups the Wilcoxon signed-rank test was utilized. It was found out that all of the students improved in their speaking skills but the experimental group had higher scores. This shows DST has a high positive effect on students’ oral performance. DST gave positive impact on student's enthusiasm, teamwork and confidence in using the language was also noted. The students’ level of DST speaking discipline was high which suggests the technique is useful. The implications of this study point towards DST to strengthen the students’ motivation, performance and speaking competency.
­­Bridging Languages: How EMI Teachers Use Language-related Teaching Strategies in their Classrooms
The rapid expansion of English-medium Instruction (EMI) in higher education worldwide presents opportunities and challenges, particularly in non-English-s contexts. While EMI aims to enhance global competitiveness, academic quality, and intercultural awareness, its implementation often faces language-related barriers affecting both students and instructors. This study investigated the language-related teaching strategies international EMI teachers employed to facilitate content delivery and enhance student comprehension. Specifically, it explored the instructional and regulative discourse strategies utilized in EMI classrooms. A case study approach was employed, focusing on two international EMI teachers at a private university in Indonesia. Data were collected through classroom observations, stimulated recall, and semi-structured interviews. Findings reveal that teachers used various instructional strategies, including demonstrations, visual aids, synonyms, and code-switching, to bridge linguistic gaps and support content comprehension. Regulative strategies such as building rapport and checking comprehension were also frequently utilized to create an inclusive learning environment. Teachers perceived these strategies as effective in mitigating language-related barriers and fostering engagement among students with varying English proficiency levels. This study underscores the importance of language awareness in EMI pedagogy and offers insights into effective teaching strategies for non-language faculty delivering content in English.
Undergraduate Students’ English Self-Efficacy and Technology-Assisted Self-Regulated Learning
Greater access to learning sources resulting from the advancement of the Internet and information technology helps students regulate their learning habits and achieve specific learning targets, including English language learning. This study analyzed English self-efficacy and technology-assisted self-regulated learning strategies among undergraduate students and how the two variables correlate. A total of 510 undergraduate students at Sam Ratulangi University, Indonesia, participated in the study. Two sets of questionnaires, including the Questionnaire of English Self-Efficacy (QESE) and the Technology-Based Self-Regulated Learning Strategy Questionnaire (TSRLQ), were administered in data collection. The data analyses included descriptive statistics and bivariate Pearson correlation calculations. This study found a heterogeneous profile of English self-efficacy and technology-assisted SRL. Meanwhile, the Pearson correlation calculation results revealed that English self-efficacy was significantly correlated with technology-assisted SRL in a positive direction. Thus, this study suggests that more efficacious students are more likely to apply technology-assisted SRL in their English language learning.
Bridging the Gap: Pre-Service Teachers’ Realities of Technology Integration in the Digital Classroom
In the digital era, integrating technology into education is essential for preparing future-ready educators. This qualitative case study explores how pre-service teachers experience and implement digital tools in instructional settings. It focuses on their successes, challenges, and the pedagogical strategies they employ. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework and experiential learning theory, the study involved 15 pre-service teachers from a university in Semarang. Data were collected through semi-structured interviews and classroom observations, and analyzed using thematic analysis. The findings reveal that pre-service teachers primarily used technology to manage classrooms and engage students—for example, using interactive platforms like Kahoot! to maintain attention and assess understanding in real time. These tools influenced student reactions and led teachers to adapt their instructional strategies dynamically. While digital tools were seen as effective for promoting engagement and understanding, participants faced challenges related to digital literacy, infrastructure limitations, and a lack of mentorship. Technology-based assessment and proactive engagement strategies were less frequently applied, highlighting a gap between theoretical training and classroom practice. The results suggest that teacher education programs should provide more hands-on, guided experiences, reflective practices, and institutional support to develop digital teaching competence. This study contributes to ongoing efforts to align teacher training with the realities of technology-enhanced learning environments
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Reading Comprehension through Multimodal Literacy Approach for English Education
In the digital era, reading comprehension of multimodal texts that integrate written language with images, videos, and interactive elements has become crucial yet challenging for many students. This mixed-methods study investigated the effectiveness of a multimodal instructional approach in enhancing reading comprehension among 120 Indonesian high school students. The quantitative component employed a quasi-experimental design with pre/post reading comprehension tests, while the qualitative component utilized observations and interviews. The results revealed that the experimental group receiving multimodal instruction achieved significantly higher reading comprehension scores compared to the control group receiving traditional text-based instruction (F(1, 117) = 12.68, p < .001, ηp2 = .098). The multimodal approach was particularly beneficial for students with lower initial reading proficiency levels. Qualitative data indicated increased engagement, motivation, comprehension facilitation, accommodation of diverse learning styles, and the need for technology integration support and instructional scaffolding. The findings align with multimedia learning theory and differentiated instruction principles, providing empirical evidence supporting the integration of multimodal elements to create engaging, accessible, and effective reading experiences. Implications for teacher professional development, curriculum design, and future research directions are discussed. Overall, this study contributes to the growing literature on multimodal literacy pedagogy and offers practical insights for enhancing reading instruction in the 21st century multimedia landscape.
Deep Learning-based Interactive E-module to Enhance English Learning Motivation in Elementary School
This study investigates the impact of a Deep Learning-based interactive e-module on the motivation of primary school students learning English as a foreign language. A quasi-experimental design with a pre-test and post-test control group was employed, involving 60 fifth-grade students in West Java, Indonesia. The experimental group (n=30) used the Deep Learning-based module, while the control group (n=30) received traditional instruction. Motivation levels were measured using a validated questionnaire based on Self-Determination Theory, supported by interviews and classroom observations for qualitative insight. Quantitative analysis revealed a statistically significant increase in motivation among students in the experimental group (t(29) = 10.45, p < 0.001, d = 2.17), whereas the control group showed no significant change. Thematic analysis of interviews and observations confirmed higher engagement, enjoyment, and autonomy among students using the e-module. These findings demonstrate that Deep Learning technology, when applied thoughtfully, can create personalized, responsive learning experiences that foster intrinsic motivation in young learners. This study contributes to the limited body of research on AI-powered educational interventions at the primary level and offers practical implications for digital learning design in EFL contexts. Future research is recommended to explore long-term effects and broader implementation across diverse educational settings.
Beyond the Story: Evaluating Narrative Model Texts with SFL Transitivity and GBA for Teaching Writing in Secondary Education
This study evaluates the adequacy of the narrative model text “Sangkuriang” from a ninth-grade English textbook in supporting writing skill development under Indonesia’s Emancipated Curriculum. Narrative texts play a significant role in fostering students’ creativity, coherence, and communicative competence. Employing the Genre-Based Approach (GBA) and the Systemic Functional Linguistics (SFL) Transitivity framework, this qualitative study analyzes the text’s generic structure and linguistic features to determine its pedagogical suitability. The findings indicate that the text fulfills the structural components of a narrative genre—orientation, complication, and resolution—and demonstrates a meaningful distribution of material, mental, and relational processes, which are essential for constructing narrative meaning. These linguistic patterns support the development of students’ ability to produce organized and contextually appropriate written texts. The novelty of this study lies in its integrative evaluation of a textbook model text through the combined application of GBA and SFL Transitivity analysis within the framework of the Emancipated Curriculum. Unlike previous research that primarily focuses on students’ writing outcomes or the effectiveness of genre-based instruction, this study critically examines the linguistic adequacy of the model text itself as a pedagogical scaffold. The findings contribute to bridging curriculum goals, genre pedagogy, and functional linguistic analysis in evaluating instructional materials for secondary education.
EFL Students’ Perception towards the Use of Debate Video Session for Vocabulary Acquisition and Retention
Discovering captioned debate videos for vocabulary acquisition is an essential learning strategy for EFL learners. Vocabulary is a crucial element in the acquisition of a foreign language. However, many students experience challenges in mastering English vocabulary. Various vocabulary learning strategies were established, with some students utilizing personalized techniques to learn new words. Learners' motivation and obsession with vocabulary acquisition are enhanced by audiovisual stimuli, such as animated films, videos, and music, which captivate their attention. This study aims to explore students' perceptions of using captioned debate video sessions in English for vocabulary acquisition and retention. In this study, the researcher utilized a mixed method. The research was conducted in the English Department of Universitas Negeri Malang, East Java. It involved 40 participants: 30 undergraduate students in their third and fifth semesters and 10 postgraduate students in their first semester of master's studies. The findings revealed that debate videos improved EFL learners' English vocabulary mastery and pronunciation and helped with word retention. Captioned debate videos should be employed in the EFL teaching classroom to enhance learners' English proficiency, particularly for vocabulary acquisition and retention, as well as to foster pronunciation. In addition, captioned debate videos can improve active vocabulary mastery and listening comprehension.
Figurative Languages Found in Paint My Love Greatest Hits Lyrics
Language is a fundamental tool in communication and expression, including in the realm of music. Songs, as a form of art, often use figurative language to convey messages more emotionally and aesthetically. However, not all listeners are able to understand the hidden meaning behind the lyrics, especially when figurative language is used. This study aims to examine the use of figurative language in the album Paint My Love Greatest Hits by referring to Frederik's theory. This study uses a qualitative approach to analyze the types and meanings of figurative language found in song lyrics. Data were obtained from all songs in the album. The results of the analysis show that the most frequent type of figurative language is symbols (42.86%), while the least frequent are hyperbole, litotes, metonymy, and paradox. These findings reveal that figurative language plays an important role in enriching the meaning and emotional depth of song lyrics.
The Effect Of Using Question-Answer Relationship (QAR) On Students’ Reading Comprehension Abilities In Procedure Text
This research aims to discover how well the students' reading comprehension abilities are enhanced by QAR strategy and to discover how the students’ responses to the use of QAR strategy. The population in this research were students of 10th grade SMK Ma’arif 9 Kebumen which consisted of 507 students and the sample consisted of 60 students. This research used a quantitative and data was gathered from the test result as well as a questionnaire containing 16 questions with an item scale. The test result in experimental class showed that the pre-test average was 55.6 while the post-test was 82.2. The average score of both is quite different. After hypothesis testing was carried out, the results obtained were T Score < T Table (0,000<0,05), Therefore, it can be said that using QAR has an impact on students' reading comprehension abilities of 10th grade students in SMK Ma’arif 9 Kebumen. In addition, the students also showed positive responses to the use of QAR strategy such as the students were able to mark keywords from the text to find the correct answer, the students were able to explain the information contained in the reading text, and the students said that the QAR strategy facilitated them to understand the reading text and to answer the questions. It was evident from the results of the questionnaires. Most of students stated that the QAR technique was highly beneficial and helped them enhance their reading comprehension skills.
Question-Answer Relationship (QAR) Strategy
Beyond the ‘Uh-Oh’ Moment: Refusal Strategies in a Young EFL Learner’s Extensive Reading Responses
Understanding refusal strategies utilized by young learners in learning English as a foreign language (EFL) is essential for teachers to foster more effective interaction in the classroom. The present study explores how a young EFL learner applies refusal strategies when interacting during extensive reading (ER) activities. Data were collected through real-time observations, the learner’s diaries, and a parent interview, and further analyzed using thematic analysis. The findings revealed how the young EFL learner applied more direct refusals, influenced by the learner’s developmental traits. Indirect refusals, which appeared mostly as avoidance, emerged frequently only during the initial ER sessions. Refusals, regardless, did not appear as frequent towards the end of ER sessions as the learner became comfortable and confident with the teacher’s scaffolding. Considering the findings, the current study suggests future studies to investigate how refusal strategies are applied by young EFL learners in a larger group, which may be influenced by different developmental traits, learning situations, and language proficiencies, to further generalize the findings.
Exploring Body Positivity Through Instagram Discourse: A Critical Discourse Analysis of Clara Dao and Her Audience
This study focuses on the feminist stylistic features of Clara Dao's Instagram discourse. A qualitative research design is employed, using Sara Mills’s feminist stylistics within the framework of Critical Discourse Analysis (CDA), which focuses on the word, sentence, and discourse levels. Data were collected through purposive sampling and documentation techniques. The subject of the study is the commentary associated with Clara Dao’s Instagram content, explicitly discussing body image issues. The data include 18 comments categorized as positive, negative, and neutral, selected based on the relevance issue of body positivity. The findings reveal that societal expectations impose certain norms and standards on women’s physical appearances. These expectations influence how women are judged and often criticized when they do not conform to dominant beauty ideals. Additionally, the construction of female identity is shown to be shaped by social norms that dictate how women should behave and present themselves in public discourse.
Rhetorical Moves of Research Article Abstracts in Linguistics and Language Education with Different Quartile Level
Writing an abstract in a research article is very important. The existence of abstract is compulsory in a research article. It is a research summary that must be attached and presented with the article. This study aims to identify moves and the most common pattern in RA abstracts in linguistic and language journals with different quartiles level. By using descriptive qualitative method, eighty RA abstracts of linguistic and language education journals with different quartile level were extracted from eight journals. The result finding; 1) Move 2 (Aim/Purpose) exists in seventy RA abstracts, Move 3 (Method) is present in sixty two RA abstracts, and Move 4 (Finding/Result) appears in Seventy Eight RA abstracts. In contrast, Move 1 (Introduction) is found in only 50 RA abstracts, and Move 5 (Conclusion) appears in 31 RA abstracts. 2) Q1 journal have the most frequent move, indicating a more comprehensive and detailed structure in their abstracts. In contrast, journals in lower quartiles, such as Q3 and Q4, often feature abstracts with fewer moves. As this study focuses only on the rhetorical move and pattern of RA abstract in field of linguistic and language journal with different quartile level, future research should conduct a comparative study and language features of the RA abstract in the field of across discipline with different quartile level.
Inclusion and Exclusion of Social Actors in Judi Online ‘Online Gambling’ News:A Corpus-Assisted Critical Discourse Analysis Approach on Kompas.com
Abstract. This study aims to describe the inclusion and exclusion of social actors in online gambling news coverage on Kompas.com using a critical discourse analysis approach assisted by corpora. By utilizing this approach, the language patterns used in the coverage are systematically analyzed to explore how the issue of online gambling is framed by the media. The findings reveal that the coverage predominantly features the government, such as "Budi Arie", in a positive role as an active actor in the fight against online gambling (inclusion). The government is portrayed as the key and dominant force in addressing this issue. In contrast, the online gambling perpetrators and victims are more frequently ignored or concealed (exclusion). The perpetrators are depicted as destructive agents responsible for the issue, while victims are often portrayed as suffering individuals who require external intervention. The language use that emphasizes the government's role highlights efforts to reinforce their legitimacy in addressing this social problem. Thus, the analysis shows that Kompas.com's news coverage tends to present a discourse that supports the government's role in tackling online gambling, while minimizing the representation of perpetrators and victims.
The Integration of Artificial Intelligence (AI) In English Language Teaching Practices: A Meta-Synthesis Study
A great number of studies researching the incorporation of AI into English language teaching have grown significantly within the last five years. Nevertheless, to date, limited studies have been found to specifically review studies regarding AI integration in English language teaching. To fill the gap, this meta-synthesis study aims at presenting a summary of qualitative literature exploring how AI is integrated in English language teaching. Sixteen out of forty-seven articles were selected from various reputable databases as well as peer-reviewed journals (i.e., Scopus indexed) including Taylor & Francis, Science Direct, Wiley, Emerald, and ProQuest. Only qualitative data were processed and analysed thematically. Findings revealed some emerging themes: 1) student and teacher’s views towards AI integration in ELT, 2) benefits and drawbacks of AI integration in ELT, and 3) the role of AI for language skill improvement. In addition, the study shed light on several research topics recommended for further research.