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
Finding Confidence in Spontaneity: Pre-Service English Teachers’ Experiences with Impromptu Speech Activities
This study examined how impromptu speech practice helps pre-service English teachers build classroom communication confidence, alongside the key factors driving this growth. Through observations and semi-structured interviews with four student teachers, the collected data underwent thematic analysis. Results indicated that off-the-cuff speech exercises noticeably boosted participants’ fluency, poise, and spontaneous delivery skills. While performance anxiety did not completely disappear, consistent exposure allowed them to handle classroom nerves far better. Beyond personal confidence, these exercises trained participants to think on their feet, structure arguments quickly, and navigate unpredictable student interactions. Ultimately, confidence building was sustained by frequent practice, practical coping mechanism, peer/institutional support, and cognitive-linguistic readiness. Underscoring impromptu speech as a valuable training tool for future educators.
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Voices from Students: How do EFL Students Perceive the Implementation of Group Work in the Students-Created Video Speaking Project
This research investigates students’ perceptions of using group work and student-created videos in a Speaking for Professional Communication course. Working in groups of 4–5 members, students collaborated to produce video projects and role-play authentic situations. Data were collected through video documentation and questionnaires and analysed using descriptive and qualitative content analyses. The findings indicate that group work offers several significant educational benefits. It promotes students' creativity through collaborative idea generation and problem-solving, enhances communication skills by encouraging discussion and constructive interaction, and strengthens teamwork through shared responsibility and cooperation. In addition, collaborative learning improves students' understanding of the course content by allowing them to learn from peers and exchange different perspectives. Most importantly, group work creates meaningful learning experiences by fostering active engagement, increasing confidence, and developing essential interpersonal and collaborative competencies that extend beyond the classroom. It is also viewed as effective because it supports easier problem-solving, produces higher-quality outcomes, encourages open communication, boosts motivation, and promotes ongoing feedback. The findings revealed that students viewed the teacher's implementation of group work positively. They reported that the instructional approach facilitated effective communication by encouraging the exchange of ideas, strengthened collaboration through shared responsibilities and peer interaction, and enabled the teacher to identify students' academic challenges, monitor group dynamics, and provide appropriate instructional support. Additionally, students prefer group work because it helps build leadership, presentation, confidence, and motivation, making learning more active, engaging, and effective.
Fostering AI Tools in Oral Fluency Developing among Khmer(1) EFL University Students: A Focus on English for Academic Purposes (EAP)
Artificial intelligence (AI)-assisted speaking tools have increasingly been integrated into English for Academic Purposes (EAP) instruction to support oral communication. However, limited research has examined how AI-mediated speaking practice influences oral fluency while simultaneously addressing speaking anxiety and learner autonomy among Khmer EFL university students. This study investigates the effects of AI-mediated speaking practice on the oral fluency, speaking anxiety, and learner autonomy of ten Khmer EFL university students. Using a qualitative case study with embedded quantitative fluency analysis, participants completed nine AI-assisted speaking sessions over a three-week intervention using the EAP Talk platform. Oral fluency was assessed through Praat acoustic analysis focusing on speaking ratio, repair phenomena, and pause placement, while reflective questionnaires and semi-structured interviews explored learners' perceptions of anxiety and autonomy. The findings indicate that participants demonstrated longer speaking duration and fewer repair phenomena following the intervention, while pause placement shifted toward more meaningful syntactic boundaries. Questionnaire and interview data also revealed reduced speaking anxiety and improved learner autonomy during AI-mediated practice. These findings suggest that AI-assisted speaking practice can provide supportive opportunities for developing oral fluency while fostering greater confidence and self-directed learning in EAP contexts. Nevertheless, the findings should be interpreted cautiously because of the small sample size and the absence of a comparison group. Future studies should employ larger samples, longer intervention periods, and experimental designs to provide stronger evidence regarding the effectiveness of AI-assisted speaking practice.
Constructing Motivational Meaning through Self-Mention Markers in Joshua Hong’s UNESCO Speeches
Motivational speeches by public figures play a critical role in inspiring audiences, fostering engagement, and promoting social responsibility. This study investigates how self-mention markers contribute to the construction of motivational meaning in Joshua Hong’s UNESCO speeches. Guided by Hyland’s (2005) interactional metadiscourse framework, a qualitative discourse analysis was conducted on two speeches delivered at the UNESCO Youth Forum (2023) and the Goodwill Ambassador for Youth Nomination Ceremony (2024). A total of 93 self-mention markers were identified, with we, our, and us being the most frequent. Four main functions were found: constructing collective identity, expressing commitment and responsibility, sharing personal experiences and authenticity, and highlighting perseverance and struggle. The findings indicate that motivational meaning is discursively constructed through these markers, fostering solidarity, credibility, collective responsibility, and resilience among audiences. Self-mention markers thus function as central interpersonal resources in motivational discourse, highlighting the role of strategic speaker positioning in shaping audience engagement and motivation.
AI-Augmented Reader’s Theater for Authentic Oral Performance and Cultural Identity in Primary EFL Education
This mixed-methods classroom study examined preliminary changes associated with an AI-Augmented Reader’s Theater (AI-RT) model designed to connect English oral performance with learners’ local cultural identity. A quasi-experimental one-group pretest–posttest design was implemented with 64 Grade 5 students (26 boys and 38 girls; approximately 11 years old) in an Intensive English Program at Wat Sra Kaew School, Thailand. The six-week intervention comprised four two-hour sessions per week (48 instructional hours). In groups of four, students developed a four-scene local-culture script, rehearsed orally with ChatGPT, revised their delivery through three to four practice cycles, performed the script, and reflected on the experience. Data were obtained from an analytic oral-performance rubric, a 12-item confidence and cultural-identity questionnaire, and written reflections. The total oral-performance mean increased from 11.80 to 20.25 out of 24. A paired-samples test indicated a significant mean gain of 8.45, t(63) = 9.85, p < .001, 95% CI [6.74, 10.16], with a large standardized paired effect, Cohen’s dz = 1.23. The largest descriptive gains concerned cultural meaning, expressive delivery, and speaking confidence. Questionnaire construct means also increased for confidence (2.85 to 4.20) and cultural identity (2.90 to 4.30). Reflections suggested that repeated, low-pressure AI rehearsal supported willingness to speak, while local stories about Wat Sra Kaew and the Thao Suranari (Ya Mo) monument gave students culturally meaningful content to represent in English. Because the study used one intact cohort without a comparison group, the findings should be interpreted as promising classroom-based evidence rather than definitive causal proof. The study demonstrates how place-based content, performance pedagogy, and guided generative-AI use can be integrated to support meaningful oral participation in primary EFL education.
Integrating Ecolinguistics into English Language Teaching: Opportunities and Challenges in Climate-Vulnerable Higher Education Contexts of Bangladesh
Ecolinguistics has generated growing theoretical interest in applied linguistics, yet empirical accounts of how teachers in climate-vulnerable, Global South contexts perceive and enact ecologically informed pedagogy remain scarce, with most existing literature drawn from Western and East Asian settings. This qualitative case study addresses that gap by examining how English language teachers in Khulna, Bangladesh, a coastal city bordering the Sundarbans mangrove forest. perceive the opportunities, constraints, and pedagogical value of integrating ecolinguistic perspectives into tertiary English Language Teaching (ELT). Guided by three research questions concerning perceived opportunities, structural barriers, and educational value, the study drew on semi-structured interviews with 15 teachers, interviews and classroom observations involving 40 students, and document analysis across four institutions, analyzed through Braun and Clarke’s reflexive thematic analysis. Findings revealed four interrelated themes: teachers held largely positive but operationally partial understandings of ecolinguistics; exam-oriented curricula, scarce materials, and limited training constituted the principal barriers to integration; locally grounded ecological issues, particularly the Sundarbans, salinity, and cyclones, generated marked learner engagement; and participants favored incremental, resource-based implementation over curricular overhaul. The study argues that ecolinguistic pedagogy in Khulna is constrained not by teacher resistance but by institutional and curricular unresponsiveness, offering implications for materials design, teacher training, and place-based language curricula in similarly vulnerable Global South contexts.
Applying Spelling Bee Activities in Activating Students’ Vocabulary Mastery
This study aims to determine how using the Spelling Bee method supports kindergarten students’ vocabulary mastery and how it is implemented in the classroom. This study used a qualitative, descriptive approach. The data were collected through classroom observations, video recordings, and field notes during the teaching and learning process. The findings of this study showed that the use of learning strategies such as Spelling Bee, supported by flashcards, songs, and videos, was effective in improving students’ vocabulary mastery. Students were able to recognize, pronounce, and spell English vocabulary through interactive and enjoyable activities. In addition, the use of varied learning activities increased students’ participation, attention, and confidence during the learning process. The implementation of the Spelling Bee method was carried out in several stages, including introducing the alphabet using the Alphabet Song, introducing vocabulary through videos, songs, and movements, practicing pronunciation using flashcards, and conducting individual spelling activities. The results also showed that teaching strategies aligned with students’ cognitive development, especially the preoperational stage proposed by Jean Piaget, helped students understand the material more easily. In conclusion, the use of the Spelling Bee method supported by interactive and appropriate teaching media was effective in improving English vocabulary mastery among kindergarten students. Therefore, educators are encouraged to adopt this method and interactive teaching media to support English vocabulary learning.
Indonesian Nursing Students’ Attributions on Their Improvements in English-Speaking Skills
For some people, speaking a foreign language might be exceptionally difficult. Some individuals have a natural aptitude for smooth communication, whereas others face challenges in acquiring this skill. The factors that contribute to individuals speaking a foreign language proficiently came under scrutiny. The objective of this research was to examine the attributions that nursing students had for their improvement in English-speaking skills. Attribution alone pertains to the justifications and rationales individuals offer for their advancement, accomplishment, or even lack thereof in a specific area, such as language acquisition. The study included a total of 38 nursing students from the Faculty of Nursing at Universitas Pelita Harapan in Indonesia. Data collection involved the utilization of open-ended questionnaires and interviews as the primary instruments. The participants were instructed to offer written responses to three items on the questionnaire. Additionally, during the interview phase, the researcher engaged nine participants to elaborate on their written responses from the questionnaire. The data analysis indicated that the primary factors contributing to the improvement of nursing students' English-speaking skills were the importance of doing speaking activities, internal motivation, and amicable learning environment.
Storytelling in Elementary Education: A Systematic Literature Review on Literacy Development
This study presents a systematic literature review on the role of storytelling in elementary education, with a particular focus on its impact on literacy development and vocabulary acquisition in Indonesian EFL context. Drawing on 75 articles published in Scopus, Eric and Sinta database from 2020 to 2025 between synthesized findings across diverse methodologies, and mixed method design. Results consistently enhance vocabulary mastery, learner engagement, and early literacy skills by providing contextualized language input, repeated word exposure, and opportunities for meaningful communication. Storytelling activities were also found to foster motivation, cultural identity, and multimodal literacy awareness, making them developmentally appropriate and pedagogically effective for young learners. The review concludes that storytelling is not merely a complementary classroom activity but a powerful instructional strategy that supports holistic literacy development and strengthens vocabulary acquisition in Indonesian elementary education.
Translation Method in English-Indonesia Selected Sentences of Harry Potter and The Order of Phoenix
Translation plays a crucial role in transferring meaning across languages, particularly in literary works where linguistic and cultural elements require careful interpretation and adaptation. However, differences in linguistic structure and cultural context often create challenges in the transfer of meaning between source and target languages. This study aims to identify the translation methods applied at the sentence level in the English–Indonesian translation of Harry Potter and the Order of the Phoenix and to examine how these methods are used in transferring meaning from the source language to the target language. A qualitative descriptive approach was employed, with data consisting of five selected sentences analyzed using Newmark’s (1988) translation methods framework. The findings reveal that two translation methods are applied: literal translation and semantic translation. Semantic translation is the most frequently used method (60%), while literal translation appears in 40% of the data. The analysis shows that both methods contribute to meaning transfer, although they differ in their approach to conveying linguistic and contextual elements. This study contributes to translation studies by providing a focused sentence-level analysis and demonstrating how translators employ different translation methods according to contextual needs. The findings offer practical insights for literary translators and educators in English–Indonesian translation contexts.
Rhetorical Moves and Structural Patterns in the Background of the Study Sections of EFL Master's Theses
This study investigates the rhetorical structures realized in the Background of the Study sections of EFL master’s theses using Swales’ (1990, 2004) Create-A-Research-Space (CARS) model. Unlike previous studies that primarily focused on move identification, this study examines rhetorical structures in terms of moves and steps as well as their frequency, sequence, and completeness. Employing a qualitative genre-analysis approach, the study analysed 49 Background of the Study sections selected from EFL master’s theses. The data were coded using Bunton’s adaptation of the CARS model to identify rhetorical moves and steps and subsequently analysed for their frequency, sequence, and completeness. The findings reveal that all three CARS moves are present, with Move 1 (Establishing a Territory) dominating the corpus and accounting for 73% of all move occurrences. Within this move, Step 3 (Reviewing Previous Research) and Step 2 (Making Topic Generalizations) occur most frequently. In contrast, Moves 2 and 3 are less frequently realized and are often only partially developed. Furthermore, 45 out of 49 theses (91.8%) follow the conventional Move 1–Move 2–Move 3 sequence, indicating a strong tendency toward the expected rhetorical progression. However, considerable variation exists in the completeness of move realization, particularly in establishing research gaps and justifying the need for the study. These findings suggest that EFL master’s students generally follow the conventional rhetorical organization of the Background of the Study but vary substantially in realizing its communicative purposes. The findings further indicate that rhetorical effectiveness depends not only on structural conformity but also on the extent to which research gaps, justifications, and significance are rhetorically developed. The study contributes to genre-analysis research by providing empirical evidence on rhetorical structures and patterns in EFL master’s thesis writing and offers pedagogical implications for academic writing instruction and thesis supervision.
Contrastive Study of Deep Learning in Senior and Vocational High School English Instruction
This study aims to analyze differences in the implementation of deep learning in English language instruction at Senior High Schools (SMA) and Vocational High Schools (SMK). This study employs a qualitative descriptive method, utilizing data collection techniques such as observation and interviews with two English teachers at SMA and two English teachers at SMK. The data were analyzed using an interactive analysis model that includes data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of deep learning in both educational levels equally apply the principles of meaningful, joyful, and mindful learning. In high schools, learning focuses more on developing critical thinking and communication skills through activities such as speaking classes and group discussions linked to students’ daily lives. Meanwhile, in vocational high schools, learning is more oriented toward workplace needs, such as job interview simulations, writing job applications, and skill-based projects aligned with students’ fields of expertise. The main difference lies in the orientation of learning, where high schools emphasize academic and communication aspects, while vocational high schools place greater emphasis on work readiness and vocational contexts. Nevertheless, both levels share the same goal: to create active, meaningful, and relevant learning experiences for students.
Integrating Gamification into Skimming and Scanning Strategies to Enhance English as a Foreign Language (EFL) Students’ Reading Test Performance
Passive reading habits and limited strategic comprehension under timed conditions remain persistent challenges in Indonesian EFL classrooms, underscoring the urgent need for more purposeful and engaging instructional approaches. This study examined the effectiveness of integrating gamification into skimming and scanning instruction to improve EFL students' reading test performance through a quasi-experimental design. Two intact classes of eighth-grade students were compared, where the experimental group taught with Wordwall-based gamified activities and the control group with conventional instruction. Results revealed that the experimental group achieved significantly higher gains in reading speed, accuracy, and comprehension, supported by statistical evidence (t = 12.334, p < 0.001; Cohen’s d = 0.851). Classroom observations further documented marked improvements in engagement, participation, motivation, reading speed, and accuracy throughout the intervention. These results demonstrate that gamified digital instruction provides a reliable, theoretically grounded, and replicable pedagogical scaffold for fostering strategic reading competency, particularly within Indonesian junior high school contexts.
Students' Voices on the Implementation of Gen-AI Feedback in EFL Writing Classroom
The proliferation of generative artificial intelligence (Gen-AI) in English as a Foreign Language (EFL) writing instruction has sparked considerable scholarly interest, yet the subjective experiences and voices of learners who engage with AI-generated feedback remain insufficiently explored within the extant literature. This qualitative study investigates students' voices concerning the implementation of Gen-AI feedback in an EFL writing classroom, specifically examining their perceptions, patterns of engagement, development of feedback literacy, and the inherent tensions between learner autonomy and technological dependency. Adopting a qualitative research design, data were collected through four focus group discussions involving 30 purposively selected undergraduate students enrolled in an EFL writing course at a private university in Surakarta. Thematic analysis of the transcribed discussions, conducted in accordance with Braun and Clarke's (2006) framework, yielded five interrelated themes: perceived usefulness of Gen-AI feedback, patterns of feedback engagement, development of feedback literacy, tension between autonomy and dependency, and emotional and ethical responses. The findings reveal that students perceived Gen-AI feedback as highly useful for enhancing writing quality, revision efficiency, and idea generation; however, they did not passively accept all AI-generated suggestions but rather demonstrated selective engagement, critically evaluating feedback based on its relevance to higher-order writing concerns, including content and organization. Additionally, participants reported developing feedback literacy over time, evidenced by increased awareness of their writing weaknesses and improved capacity to interpret and strategically utilize AI feedback. Nevertheless, uneven development across participants indicated that feedback literacy does not emerge automatically through mere exposure to Gen-AI tools. A critical tension also emerged between learner autonomy and dependency, with several students expressing over-reliance on AI for revision tasks. Emotional and ethical responses included heightened confidence alongside scepticism regarding AI accuracy and concerns pertaining to academic integrity. The findings suggest that the pedagogical effectiveness of Gen-AI feedback is not determined solely by its technological affordances but is significantly mediated by learners' engagement, critical awareness, and feedback literacy. This study contributes to the literature by demonstrating that understanding students' voices is crucial for developing context-sensitive and pedagogically sound AI integration strategies, with implications for educators and curriculum designers seeking to implement Gen-AI feedback in effective, ethical, and learner-centred ways.
Implementing Virtual Simulations to Support English Language Learning in EFL Context
This study investigated students’ responses toward the implementation of virtual simulations in English language learning within an English as a Foreign Language (EFL) context. The primary objectives were to explore the dimensions of student responses, analyse the factors influencing their engagement, and identify the language components most significantly affected during the simulation process. Adopting a qualitative case study design, the research was conducted with 10 participants at Pasadena Hotel College. Data were collected through classroom observations, semi-structured interviews, documentation, and supplementary questionnaires to ensure comprehensive data triangulation. The data were analysed using qualitative content analysis consisting of data reduction, data display, and conclusion drawing to identify affective, cognitive, and psychomotor response patterns. The virtual simulations included web-based platforms, game-based simulations, and the PRAKTIKA application within hospitality-related learning scenarios. The findings revealed that students demonstrated predominantly positive affective, cognitive, and psychomotor responses toward the use of virtual simulations. The simulations increased students’ motivation, confidence, and classroom engagement, while speaking and vocabulary were identified as the language components most significantly enhanced. Furthermore, perceived realism, ease of use, and instructional guidance emerged as the main factors influencing students’ responses and engagement throughout the learning process. These findings contribute to the growing literature on technology-enhanced language learning by demonstrating that virtual simulations function as interactive learning environments that support meaningful language learning in vocational EFL contexts and provide practical implications for educators integrating digital technologies into English language instruction.
Flouting Gricean Maxims in High-Context Communication: Evidence from Asian Boss Street Interviews
This study examines how conversational maxims are flouted in high-context cultures through a pragmatic analysis of a YouTube video from Asian Boss Channel. The purpose of this study is to observe how the Gricean Maxims of Quality, Quantity, Relation, and Manner are flouted by the interviewees who originally came from a high-context culture region. This study also observes how these flouted conversations reflect on their communication flows. This study draws on the qualitative approach; data were collected from video transcriptions and observation of the videos containing spontaneous street interviews in the channel. Selected utterances were chosen through purposive sampling based on their maxim violations. The findings reveal that responders often flout maxims, especially those of Quality and Quantity, as a strategy to maintain politeness, avoid directness, and convey implied meanings. Flouting a maxim in such contexts often reflects culturally informed strategies rather than conversational breakdowns, aligning with implicit norms within the speaker’s cultural settings. This study reveals that flouting maxims is a common feature of communication in high-context cultures. These findings of the study offer insight into the crossing of pragmatics and cross-cultural communication and may contribute to a deeper understanding of language use in multicultural communication contexts.
Enhancing Young Learners’ English-Speaking Skills through Suggestopedia Integrated with Plotagon Animation
This classroom action research had two objectives: (1) to describe the implementation of Suggestopedia integrated with Plotagon, and (2) to explore students' perspectives on the integrated instruction. The population comprised all 20 male students enrolled in the selected fifth-grade class at a private elementary school in Central Java during the 2024-2025 academic year; all students were included through total sampling. Following Kemmis and McTaggart's cycle of planning, action, observation, and reflection, the intervention comprised four 45-minute meetings: two meetings in Cycle 1 and two in Cycle 2. Quantitative data were obtained from pre-test, cycle-level formative assessment, and final post-test scores; while qualitative data from structured classroom observations, questionnaires, and semi-structured interviews were used to explain the implementation process and students' responses. Success was defined as at least 75% of students scoring 70 or above, accompanied by observable improvement in fluency and participation. Cycle 1 implemented vocabulary preparation, repeated animated-dialogue viewing, shadow reading, and scripted role-play; Cycle 2 added simple-past scaffolding, dialogue adaptation, and improvisational performance. The mean score increased from 60.75 on the pre-test to 73 after Cycle 1 (11/20 students, 55%, met the criterion), 80.75 on the Cycle 2 formative assessment (14/20, 70%), and 86 on the final post-test (16/20, 80%). Thus, the mastery criterion was reached at the final post-test. Qualitative evidence indicated greater confidence, participation, vocabulary recall, and fluency, although explicit grammar instruction temporarily reduced enthusiasm for some students. Because only aggregate scores were available, no inferential statistical test was reported.
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
Between National Identity and Global Mindset: A Cross-Grade Cultural Analysis in Indonesia’s State-Endorsed English Textbooks
The present study examined three English coursebooks published by the Indonesian Ministry of Education, Culture, Research and Technology (MoECRT) for Grades 6, 9, and 12 in 2022. Using a mixed-methods explanatory sequential design, cultural occurrences were coded with Cortazzi and Jin’s (1999) framework, and the official documents were analyzed using directed content analysis to interpret and explain the identified cultural patterns. The result found that the source (Indonesian) culture dominated every coursebook, accounting for 97.5% of content in Grade 6, 90% in Grade 9, and 70% in Grade 12. Although the inclusion of target and international cultures increased with grade level, their representation remained limited. Target culture rose from 0% in Grade 6 to 3% in Grade 9 to 19% in Grade 12, and international culture from 2.5% to 7% to 11%. The document analysis showed that this source-culture dominance aligned with the Merdeka curriculum’s emphasis on preserving national identity and local culture. On the other hand, the absence of target culture at the primary level and the scarcity of both target and international cultures across all three grades contradicted the curriculum's stated objective of developing a global mindset and intercultural competence. The study offers the first cross-grade comparison of cultural representation within a single Indonesian curriculum and recommends a meaningful increase in the inclusion of content on target and international cultures in future state-endorsed English coursebooks in Indonesia.
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.
Digital English Learning using British Council’s Learn English Teens in Junior High School
This case study examined how the British Council's LearnEnglish Teens platform supported digital English learning and explored junior high school students' perceptions of its use in an Indonesian context. Five students were selected through purposive sampling to represent differences in English achievement, consisting of three higher-achieving students and two standard-average students. Data were collected through structured observations conducted during platform-based learning activities and a perception questionnaire containing Likert-scale and open-ended questions. Observation data were analyzed qualitatively by organizing students' learning behaviours into six themes: engagement, interaction with digital materials, learning support, independent learning behaviour, use of platform features, and affective response. Questionnaire responses were analyzed descriptively by identifying response patterns across usefulness, ease of use, motivation and engagement, and confidence, while open-ended responses were grouped into recurring themes. The findings from the two data sources were compared through triangulation to identify areas of convergence and divergence. The results showed that LearnEnglish Teens supported English learning by promoting engagement through multimedia and interactive activities, providing structured tasks that facilitated task completion, and offering opportunities for repeated language practice. Higher-achieving students demonstrated greater independence and explored a wider range of platform features, whereas standard-average students benefited from the same multimodal materials but required more guidance in navigation and task completion. Students generally perceived the platform as useful, enjoyable, and motivating and expressed willingness to use it again. The main challenges involved menu navigation and unfamiliar vocabulary. The study highlights the importance of teacher guidance, initial platform orientation, and vocabulary support when digital platforms are used as supplementary resources for junior high school English learning.
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.