JR-ELT (Journal of Research in English Language Teaching)
Journal of Research in English Language Teaching (JR-ELT) (e-ISSN: 2549-1806) is a peer-reviewed, open-access journal. JR-ELT is published by the English Department Program of Education Faculty and Teacher Training, UIN Sulthan Thaha Saifuddin Jambi in online versions. JR-ELT is striving to provide the best platform for researchers and scholars worldwide to exchange their latest findings. The JR-ELT journal is published annually in June and December. The big theme is about teaching or learning English. The scopes of the journal include, but are not limited to the following topics: Theory and practice in English language teaching and learning, Teaching English as a second or foreign language, Evaluation in English language teaching and learning, Teaching English for special purpose, English linguistics and literature. Curriculum Development and syllabus Teaching Methodologies Material design Teacher Education and Professional Development This journal collaborates with ELITE Association jepangbet slot Landak toto situs togel slot zeus slot depo 1k slot gacor 4d Slot depo 5k Slot pulsa daftar emakbet situs slot777 daftar emakbet slot mahjong slot thailand slot gacor 4d bandar slot situs nabung77 halim toto halim toto halimtoto situs toto halimtoto slot pulsa toto togel toto togel situs88 situs jepangbet slot gacor situs slot slot gacor situs togel slot gacor slot gacor slot gacor slot gacor slot depo 5k mahjong ways 2 slot bet 100 olympus slot slot88 PANDAWA88 slot gacor BATMANTOTO situs slot gacor toto macau toto slot link slot gacor
English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi
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TRANSLATION SHIFTS OF NOUN PHRASES IN STUDENTS’ NARRATIVE TEXT
This study aims to investigate the types of translations shifts occuring in noun phrases within students’ narative texts, as well as to identify the most dominant shift categories. This study also focuses on describing how students modify noun phrase structures when translating meaning between Source Language (SL) and Target Language (TL). Furthermore, this study employed a descriptive qualitative method. Data were collected through purposive sampling and involved 20 students of Midfery students at Kusuma Husada University. Then, data were analyzed by content analysis, using classification of translation shifts frameworks. The findings reveal that structure shifts are the most dominant types of translations shifts in students’ narrative texts, followed by class shift. The discussion also indicates that translation shifts do not reduce meaning of accuracy; rather than they contribute to greater naturalness, accuracy, and readability in translation. This study offers a focused and systemic analysis of noun phrase translation shifts in students’ narrative texts. It also contributes to advance existing knowledge by revealing how translation shifts are necessary strategies to maintain equvalence, clarity, naturalness in Target Language (TL).
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FROM THEORY TO PRACTICE: REFLECTIVE EXPERIENCE OF RURAL PRE-SERVICE ENGLISH TEACHERS DURING TEACHING PRACTICUM IN AN INDONESIAN ISLAMIC HIGHER EDUCATION CONTEXT
The teaching practicum is a critical component of preparing pre-service teachers, bridging theoretical knowledge and authentic classroom experiences. Despite its importance, there is limited research on how rural pre-service English teachers reflect on their practicum experiences within Islamic educational contexts. This study investigated (1) the reflective processes of rural pre-service English teachers during their teaching practicum, (2) the challenges they faced, and (3) the practicum’s contribution to their professional development and teacher identity formation. Utilizing a qualitative exploratory design, the study engaged three pre-service English teachers from an Islamic Higher Education Institution in South Sumatra, Indonesia. Data were collected through written reflective reports and analyzed using Reflexive Thematic Analysis. Four interconnected themes emerged: the development of professional teacher identity through experiential learning, the navigation of student diversity via adaptive teaching practices, the acquisition of ethical and relational teaching dimensions, and the adoption of a holistic teaching mission in Islamic schools. The findings indicate that the teaching practicum functioned as a transformative learning experience, enhancing participants’ self-confidence, pedagogical awareness, reflective capacity, and professional competence. Major challenges included student diversity, low English proficiency, limited motivation, and restricted instructional time. Participants demonstrated adaptability by modifying instructional strategies and contextualizing learning materials to address learners’ needs. The study also found that the Islamic school context contributed to the development of a holistic teacher identity, encouraging participants to view themselves as language instructors, character educators, moral role models, and facilitators of students’ spiritual development. These findings underscore the significance of reflective practicum experiences in fostering adaptive, ethical, and holistic teacher development in rural educational settings.
LEARNING ENGLISH THROUGH ECOTOURISM: STUDENTS’ EXPERIENCES, LINGUISTIC DEVELOPMENT, AND ENVIRONMENTAL RESPONSIBILITY IN EFL
As sustainability challenges reshape educational priorities worldwide, English Language Teaching (ELT) is increasingly expected to promote not only language development but also environmental responsibility. Although sustainability-oriented ELT and ecotourism-based learning have received growing scholarly attention, previous studies have mainly focused on pedagogical models, curriculum integration, and teacher perspectives, while learners’ experiences remain underexplored, particularly in Indonesian higher education. Addressing this gap, this study investigates students’ learning experiences in ecotourism-based English learning and examines how engagement with ecotourism topics influences their linguistic development and environmental responsibility. Using a qualitative descriptive design, the study involved six undergraduate students from the English Education Study Program at Universitas Lancang Kuning who had completed the English for Eco Edu Tourism course. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. Four themes emerged: meaningful learning experiences, linguistic development, linguistic challenges, and environmental responsibility. Participants perceived ecotourism as an authentic context for learning English that supported vocabulary development, communication skills, and meaningful language use. They also reported challenges related to unfamiliar terminology, pronunciation, and confidence in expressing ideas. Furthermore, engagement with ecotourism topics strengthened students’ awareness of conservation and responsible tourism practices. These findings provide learner-centered evidence supporting ecotourism-based instruction as an effective approach for integrating language development with environmental responsibility in EFL contexts.
ENGLISH TEACHERS’ PERCEPTIONS OF KAHOOT AS A DIGITAL FORMATIVE ASSESSMENT IN EFL CLASSROOMS: A QUALITATIVE STUDY
In English as a Foreign Language (EFL) education in Indonesia, teachers still face various challenges, such as differences in student ability, large class sizes, time constraints, and curriculum requirements that place greater emphasis on final outcomes. This situation has prompted teachers to adopt teaching strategies and resources that can support more effective and sustainable assessment. In this context, Kahoot! has emerged as a practical and easy-to-implement digital platform for the learning process. This is qualitative study examines English teachers’ perspectives on the use of Kahoot as a formative assessment tool in EFL classrooms. Using a phenomenological-constructivist approach, the study involved five EFL teachers who were purposively selected from secondary school. Data were collected through in-depth semi-structured interviews, classroom observations, and document analysis. Data analysis employed a reflexive thematic approach. The analysis yielded four main themes: (1) Kahoot functions as a real-time diagnostic tool, (2) motivational and affective aspects in game-based assessment, (3) pedagogical tensions between entertainment and academic rigor, and (4) contextual and infrastructure-related opportunities and barriers. The results indicate that teachers view Kahoot as a formative instrument capable of providing rapid instructional feedback and enhancing student engagement; however, they also highlight limitations regarding the depth of assessment and its reliability for evaluation purposes. This study offers practical insights into the intersection of gamification, formative assessment, and EFL pedagogy within the Indonesian context.
NEGOTIATING IDENTITY AND INVESTMENT THROUGH AI-MEDIATED ENGLISH COMMUNICATION: EVIDENCE FROM INDONESIAN EFL LEARNERS
Despite the rapid proliferation of large language model (LLM)-based conversational AI tools in educational settings, their implications for learner identity remain insufficiently examined, particularly in postcolonial multilingual contexts such as Indonesia. This study aims to address this gap by examining how Indonesian EFL university students negotiate identity and investment in AI-mediated English communication through Norton's identity and investment framework. Data were collected through semi-structured interviews and participant-shared AI interaction logs from 12 undergraduate students at a private university in Central Java, Indonesia, and analysed using reflexive thematic analysis. It explores how learners position themselves as English speakers, how their investments in English shape engagement with AI, and what ideological tensions emerge from these interactions. The analysis identified four interrelated themes: imagined identity and aspirational investment, affective positioning and the non-judgmental interlocutor, contested legitimacy and native-speaker ideology, and agentive appropriation and its structural limits. The findings suggest that AI-mediated interaction functions as a site of identity negotiation, enabling learners to rehearse imagined futures, manage affective risks, and negotiate linguistic legitimacy. These findings contribute to emerging scholarship on AI-mediated language learning by illustrating how identity, investment, and agency are negotiated in AI-mediated English communication and by identifying implications for EFL pedagogy in Indonesian and comparable Global South contexts.
ENGLISH FOR FREELANCE ARCHITECTS ON FIVERR:AN ANALYSIS OF LINGUISTIC FEATURES AND RHETORICAL MOVES
Freelancing in Fiverr.com offers opportunities for fresh graduate architects to approach international clients, but it requires adequate English communication skills. The existing studies in this field offer unexplored spaces, especially in English for freelance architects in the global marketplace. Therefore, this study aims to explore how English is used to promote their services in architectural design on Fiverr and to communicate with clients via the chatbox. A genre analysis was applied to investigate the linguistic features and rhetorical moves of 12 freelance architects’ profiles, gig descriptions, and transactional chats. The results revealed that freelance architects’ profiles should represent architecture-related ESP linguistic features, including well-organized, business-style English with confident, polite, and promotional tones. In the freelancer-client chats, the priority was not in grammatically accurate and formal business-style sentences, but in comprehensibility, negotiation, customization, and, most crucially, optimal attention to the details of the clients’ requirements. In conclusion, English for freelance architects exhibits unique rhetorical and linguistic features and expands the communicative functions of English beyond conventional architectural ESP practices. Theoretically, this study contributes to ESP studies by extending toward a more digital, interdisciplinary, and market-oriented framework.
MEDIA REPRESENTATION OF “BIPA” IN INDONESIAN NEWSPAPERS: A CORPUS-ASSISTED DISCOURSE STUDY
Bahasa Indonesia for Foreign Speakers (BIPA) has become an increasingly important component of Indonesia’s cultural diplomacy, particularly through the expansion of language-teaching programs abroad. As public discourse shapes perceptions of language promotion, media coverage plays an important role in framing how BIPA, its teachers, and its international learners are represented. This study examines the representation of BIPA in Indonesian newspapers using a Corpus-Assisted Discourse Studies (CADS) approach, focusing on keywords, collocation, and concordance patterns surrounding terms such as “BIPA” and “pengajar BIPA”. The analysis shows that BIPA is predominantly linked to discourses of cultural diplomacy, language promotion, international cooperation, and Indonesia’s global image, which indicate a strong framing of the program as a soft-power strategy. In contrast, structural challenges such as insufficient funding, limited teacher training, and institutional disparities appear far less frequently. Media reporting tends to foreground success stories, expansion efforts, and Indonesia’s cultural appeal, while giving limited attention to pedagogical issues, learner diversity, and long-term program sustainability. Overall, the findings suggest that Indonesian media coverage prioritizes promotional and nation-branding perspectives over critical or structural considerations. The study highlights the need for more balanced reporting that acknowledges both achievements and challenges, supporting a comprehensive understanding of BIPA’s role in cultural diplomacy and informing future policy development.
ENGLISH LANGUAGE NEEDS OF INDONESIAN TEACHERS IN INTERNATIONAL SCHOOLS: TOWARD THE DEVELOPMENT OF AN ESP COURSE
The increasing demand for English-medium instruction in international schools has highlighted the importance of English proficiency among teachers. However, many Indonesian teachers have limited opportunities to develop professional English skills required in international educational settings. This study aims to investigate the English language needs of Indonesian teachers working in international schools and to formulate recommendations for English for Specific Purposes (ESP) course development. A descriptive quantitative design was employed. Thirty-five teachers from international schools participated in the study. Data were collected through questionnaires and semi-structured interviews. The findings revealed that speaking was the most important skill required by teachers, followed by writing, listening, and reading. The participants frequently used English for classroom instruction, classroom management, communication with parents, professional meetings, and report writing. Furthermore, teachers reported challenges in explaining complex concepts, conducting spontaneous classroom interactions, and writing formal academic reports. Based on these findings, four ESP modules are proposed, namely Classroom English, Instructional Communication, Parent-Teacher Communication, and Professional Writing. The study highlights the importance of designing ESP programs that address authentic workplace communication needs.
STUDENTS’ PERCEPTIONS AND LEARNING INTEREST AS DETERMINANTS OF ENGLISH SPEAKING ABILITY IN AI-ASSISTED AND QUIZIZZ-BASED LEARNING ENVIRONMENTS
This study explored the implementation of AI-Assisted Learning and Quizizz-Based Learning in enhancing students’ English speaking ability in the EFL classroom at Universitas Asaindo. It also examined how learning interest and students’ perceptions emerged through the integration of these technology-enhanced learning approaches. A qualitative case study design was employed involving 18 first-semester undergraduate students and one English lecturer. Data were collected from students and the lecturer through interviews and classroom observations supported by relevant documentation. The data were analyzed in depth to obtain a comprehensive understanding of participants’ experiences in using AI-Assisted Learning and Quizizz-Based Learning.The findings indicated that AI-Assisted Learning improved students’ speaking ability by providing personalized feedback, pronunciation correction, and opportunities for independent speaking practice. Students reported increased confidence, fluency, and willingness to communicate in English. In addition, Quizizz-Based Learning enhanced classroom engagement, participation, and learning motivation through gamified features such as points, rankings, and instant feedback. The study also revealed that both learning approaches fostered greater learning interest by creating interactive and enjoyable learning experiences. Furthermore, students expressed positive perceptions toward the use of AI and Quizizz, describing them as useful, accessible, and effective tools for language learning. These positive perceptions and increased learning interest encouraged students to participate more actively in speaking activities. Overall, the integration of AI-Assisted Learning and Quizizz-Based Learning contributed positively to students’ English speaking ability and promoted a more engaging and student-centered EFL learning environment.
SENTENCE PROBLEMS IN ARGUMENTATIVE ESSAY FACED BY THE SECOND SEMESTER ENGLISH LANGUAGE EDUCATION STUDENTS
This study aims to examine the types of sentence problems commonly found in argumentative essays written by second-semester students in an English Language Education study program. As writing is a fundamental skill in academic communication, identifying sentence-level issues is crucial for improving students’ writing proficiency. This research employs a qualitative descriptive method, with data collected from 30 students' final argumentative essay assignments. The analysis draws on the sentence problem framework, including sentence fragments, comma splices, run-on sentences, choppy sentences, and stringy sentences. To analyze the data, interactive model consisting of data condensation, data display, and conclusion drawing was utilized. The findings show that there are 47 data of sentence problems such as fragments (49%), comma splices (30%), stringy sentences (11%), run-on sentences (9%), and choppy sentences (2%). These recurring problems highlight the need for more focused instruction on sentence-level writing. The study concludes by recommending specific pedagogical interventions aimed at enhancing students’ grammatical awareness and sentence structuring skills to support the development of clearer and more effective academic writing.
UNIVERSITY STUDENTS’ PERCEPTIONS TOWARD THE USE OF PODCASTS IN ENHANCING LISTENING SKILLS
This study was motivated by the importance of utilizing digital media to enhance English listening skills. It aimed to investigate students’ perceptions of podcast use, the extent to which podcasts improve listening skills, the difficulties encountered, and their role in independent learning. This study employed a quantitative descriptive approach using a Likert-scale questionnaire distributed via Google Forms. A total of 37 respondents participated, but only 33 responses were analyzed. The data were analyzed using descriptive statistics in the form of mean scores. The results show that all indicators fall into the high category (3.5-4.1), indicating that podcasts have a positive impact on listening skills. However, students still experience difficulties related to vocabulary and speech rate. Overall, podcasts are effective as flexible learning media that support independent learning.
AN ANALYSIS OF HOTEL GRIYA SINTESA MUARA ENIM EMPLOYEES’ ABILITY TO COMPREHEND ENGLISH-BASED HOTEL INFORMATION SYSTEMS
In the hospitality industry, hotel information systems are predominantly operated in English, presenting linguistic challenges for staff with limited proficiency in English. This study aims to analyze the English comprehension ability of employees at Hotel Griya Sintesa Muara Enim, with a particular focus on their understanding of English-based hotel information systems. Using a quantitative descriptive approach, data were collected through a written vocabulary test (comprising 20 multiple-choice and matching items), semi-structured interviews, and documentation from 30 front-office and operational staff members. Descriptive statistical analysis revealed an average correct-response rate of 69.2% (mean score = 70.5), placing overall comprehension in the “Paham” (Understand) category. While most employees could operate the system functionally, difficulties persisted with technical terms such as PMS, interface, database error, and backup file. Key contributing factors include limited prior English training, infrequent exposure to technical vocabulary, and reliance on peer assistance. The findings suggest that staff's functional English proficiency is sufficient for daily operations but requires targeted support to enhance accuracy and confidence. Recommendations include implementing English for Hospitality Systems training, developing an in-house English terminology glossary, and establishing an internal mentoring program. This study underscores the importance of integrating language support into hospitality technology adoption to ensure operational efficiency and service quality.
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IMPROVING ENGLISH VOCABULARY THROUGH SEMANTIC MAPPING STRATEGY AMONG GRADE 8 SMP NEGERI 12 PEMATANG SIANTAR
Mastery of vocabulary plays a vital role in language acquisition, as it enables learners to comprehend, express idea, and construct meaning effectively. Nevertheless, many students still encounter challenges in retaining and using new vocabulary due to a lack of contextualized learning activities and repetitive teaching practices. This research aimed to examine the effectiveness of the Semantic Mapping Strategy (SMS) in enhancing English Vocabulary avhievement among eight-grade students at SMP Negeri 12 Pematang Siantar. A Quantitative approach was adopted throught a pre-experimental one-group pre-test and post-test and post test. The analysis shoed a remarkable improvement in students' vocabulary scores, with the mean rising from 52.4 in the pre test to 89.5 in the post-test. Furthermore, the number of outcomes demonstrate that the Semantic Mapping Strategy effectively promotes meaningful be concluded that SMS can be regarded as an efficient and engaging method to improve vocabulary master inEFL classrooms.
STUDENTS’ LIVED EXPERIENCE OF LEARNING ENGLISH THROUGHT TEAM GAMES TOURNAMENT AT THE TENTS GRADE OF SMK NEGERI 1 SIANTAR
Previous research on Teams Games Tournament (TGT) has been dominated by a quantitative focus on learning outcomes, creating a gap in understanding the affective and psychosocial aspects of learning. This qualitative phenomenological study aims to describe the lived experiences of tenth-grade students at SMK Negeri 1 Siantar in learning English through the TGT model. Through phenomenological interviews with 35 students, this study identified five essential themes: (1) Motivation and Learning Enjoyment, (2) Teamwork and Sense of Connectedness, (3) Competition and Emotional Pressure, (4) Independence and Self-Reflection, and (5) Meaningful Learning. The findings reveal that the dynamics of TGT effectively fulfill the Three Basic Psychological Needs in Self-Determination Theory (SDT): Relatedness, Competence, and Autonomy. Overall, students perceive TGT as a “living” and meaningful learning experience, as it integrates academic aspects with the development of soft skills such as collaboration and confidence.
THE EFFECTIVENESS OF SHADOWING TECHNIQUE IN ENHANCING PRONUNCIATION SKILL OF EIGTH GRADE STUDENT AT SMP NEGERI 8 GORONTALO
This study investigates the effectiveness of the shadowing technique in improving word-stress pronunciation of eighth-grade students at SMP Negeri 8 Gorontalo. Using a one-group pretest–posttest quantitative design, thirty-two students (class VIII-2) participated in six scaffolded shadowing sessions. Pronunciation performance on a 10-item word list was recorded and scored using the Speakometer application; pretest and posttest scores were subsequently analyzed with a paired-samples t-test. Results indicate a substantial improvement in mean scores from 37.65 (SD = 11.29) at pretest to 70.03 (SD = 11.90) at posttest, and the difference was statistically significant (paired t, p = .000), supporting the alternative hypothesis that shadowing significantly enhances word-stress accuracy. Classroom observations suggested that gains stemmed from improved stress placement, clearer vowel reduction in unstressed syllables, and greater prosodic automaticity following graded practice and peer/teacher feedback. While limitations include the single-group design, single-class sample, and short intervention window, findings suggest that teacher-guided shadowing combined with app-based feedback is a practical and effective method for addressing word-stress issues in EFL middle-school contexts. Implications for pedagogy and directions for controlled, larger-scale studies are discussed.
AN ANALYSIS OF BILINGUAL LEARNING ON LANGUAGE DEVELOPMENT AT TUNAS MELATI KINDERGARTEN
This study aims to analyze the implementation of bilingual learning in the language development of early childhood students at Tunas Melati Kindergarten. The results of the study show that a bilingual program that is implemented consistently and innovatively, using additive methods and supported by interactive play activities, can improve children's linguistic abilities, such as vocabulary acquisition, understanding of instructions, and confidence in speaking English. Moreover, this approach also strengthens the holistic development of children through a fun, natural, and developmentally appropriate learning processes during the “golden age” phase. The concepts of scaffolding and social interaction principles also play a role in the success of this program, thereby supporting children's readiness to face the demands of the curriculum and globalization. Thus, the proper implementation of bilingual learning can provide long-term benefits in language proficiency and academic readiness for early childhood
ENHANCING SECONDARY-LEVEL STUDENTS’ WRITING MOTIVATION USING CHATGPT AS A WRITING ASSISTANT
Writing has long been recognized as one of the most challenging skills for secondary-level EFL learners. This study explored how ChatGPT, a widely used artificial intelligence tool, can support students’ writing development, especially in terms of motivation, confidence, and participation. Conducted through Classroom Action Research with a single cycle, the study involved 24 ninth-grade students at SMP Al-Miftah Silo. The data were gathered through observations, students’ writing samples, and a motivation questionnaire administered before and after the intervention. The results indicate that the integration of ChatGPT helped students become more confident in generating ideas, more willing to revise their writing, and more engaged during lessons. Motivation increased from 35% to 70%, participation rose from 30% to 80%, and grammatical accuracy improved with a 60% reduction in errors. These findings suggest that ChatGPT, when used under teacher guidance, offers meaningful support for young EFL learners and encourages a more positive writing atmosphere.
FROM DICTIONARY TO LLMs: RETHINKING LANGUAGE LEARNING, ASSESSMENT, AND TEACHER ROLES IN THE ERA OF GENERATIVE AI
Assessment in language learning has become increasingly complex in the era of generative artificial intelligence, particularly when learners’ integrity and ethical awareness are not yet sufficiently developed. This study aims to map the shifting landscape of language learning amid the rapid emergence of generative AI tools such as ChatGPT and Gemini. Employing a literature review methodology, this study analyzed 20 relevant peer-reviewed articles published between 2023 and 2025 that examine language learning practices in the context of generative AI. The findings reveal an evolutionary shift in language learning practices, moving from passive reference tools such as printed and digital dictionaries toward interactive, adaptive, and dialogic systems. The expanded access to linguistic input, real-time feedback, and personalized practice is concentrated on practical and procedural aspects of language learning, including writing support, grammar correction, vocabulary practice, translation, and automated feedback rather than deeper understanding of structures, meaning-making processes, and the construction of knowledge in long-term memory. This imbalance indicates that current AI-supported practices tend to enhance efficiency and surface-level performance rather than durable language competence. The findings suggest an urgent need to redesign language assessment practices that align with emerging cultures of AI-assisted autonomous learning while maintaining academic integrity and meaningful learning.
SPEAKING DIFFICULTIES IN ENGLISH DEBATING PRACTICES FOR DEBATING COMPETITION: STUDENTS’ PERSPECTIVE
This study explores the speaking difficulties encountered by English as a Foreign Language (EFL) learners preparing for the national round of National University Debating Championship (NUDC) 2025, after passing on the regional ropund. Employing a qualitative approach, the research analyzed data from observation notes and semi-structured interviews with four debaters from Institut Seni Budaya Indonesia Aceh. The analysis focused on four key themes: fluency and coherence, lexical resource, grammatical accuracy, and pronunciation. Findings indicate that these speaking difficulties function as significant barriers that dictate debating performance. Fluency and coherence emerged as foundational requirements; without them, students experienced cognitive overload and total withdrawal. Lexical gaps triggered fragmented performances where logical depth was undermined by low processing speed. While grammatical accuracy was treated pragmatically, it remained essential for maintaining an intelligibility ceiling. Furthermore, pronunciation acted as a critical persuasion driver, allowing speakers to project authority and mask other linguistic weaknesses. The study concludes that the transition from a survivalist speaker to a strategic debater is only possible when learners move past low thresholds in these four categories. These results suggest that pedagogical interventions should focus on linguistic automaticity and cognitive load management to equip EFL learners for high-pressure competitive debating environments.
STUDENTS’ PERSPECTIVES ON THE USE OF KAHOOT IN ENGLISH LEARNING MOTIVATION AT GRADE 10 OF SMA YP HKBP PEMATANGSIANTAR
English is an international language that plays an important role in communication, education, and future career development. However, many Indonesian students still struggle with low motivation when learning English because teaching practices are often teacher-centered and lack interactive media. To address this issue, this study explored Grade 10 students’ perspectives on the use of Kahoot! as a game-based learning platform to enhance their motivation in English learning at SMA YP HKBP Pematangsiantar. This research employed a quantitative descriptive method with a survey design, using a Likert-scale questionnaire administered to 16 students who had experienced Kahoot!-based activities. The findings revealed that 68.75% of the students showed very positive perceptions toward Kahoot!, indicating that the platform increased their excitement, participation, and enjoyment during English lessons. Students also reported improvements in cognitive, affective, and psychomotor aspects of learning, suggesting that Kahoot! made the classroom atmosphere more active, engaging, and student-centered. Overall, the study concludes that Kahoot! effectively enhances students’ learning motivation by offering a fun, competitive, and interactive learning experience. Therefore, integrating Kahoot! into English classrooms is recommended as a strategy to improve students’ motivation and encourage their active involvement in learning.
ERROR ANALYSIS: WRITING ENGLISH FOR TOURISM BY STUDENTS' PRIVATE UNIVERSITY IN LANDAK REGENCY IN ACADEMIC YEARS 2025-2026
Language is an essential part of human life as it serves as a means of communication. Every country uses its own language. Language also requires skills, one of which is the ability to write in the English language. The aim of this study is to identify the types of errors made by students when writing sentences in English in the context of tourism, as well as to determine the most common errors made by students when writing English sentences related to tourism. Students express their ideas and thoughts, including English texts about tourism. When writing English texts on tourism, students often make mistakes in using the present simple, past simple, and future simple tenses. These errors are particularly related to the taxonomy structure, where mistakes are made in grammar and sentence structure in the target language (English), such as addition, omission, misinformation, and misordering. This study aims to identify the types of errors that occur when using the present simple, past simple, and future tenses in writing English texts about tourism. The researcher used a qualitative descriptive approach for documentation and data analysis. The researcher found four types of errors: misinformation, omission, misordering, and addition. In terms of error frequency, omission errors were the most common, occurring in 69% of cases, followed by ignorance errors at 56%, addition errors at 44%, and misordering errors, which occurred the least at 0.
WATCHING TED TALK ON STUDENTS’ SPEAKING SKILL
This study aims to explore students’ perceptions of watching TED Talks as an authentic medium for developing English speaking skills. The research employed a qualitative approach involving first-semester students of the English Education Department at STAIN Mandailing Natal during the odd semester of the 2025 academic year. Twenty students were selected through purposive sampling based on preliminary observations indicating difficulties in speaking English. Data were collected through semi-structured interviews and classroom observations to gain in-depth insights into students’ experiences and perceptions. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings reveal that students generally perceive TED Talks positively as an effective learning medium that enhances motivation, confidence, and awareness of speaking components. Exposure to TED Talks helps students develop greater awareness of pronunciation, grammar usage, fluency, and vocabulary in authentic communicative contexts. Although some students initially feel intimidated by the speakers’ proficiency, repeated exposure gradually reduces anxiety and encourages reflective and independent learning.
STUDENTS’ ATTITUDES TOWARD VIDEO-RECORDED PRESENTATIONS IN ENHANCING ENGLISH ORAL PRESENTATION SKILLS IN AN ESP SETTING
In the English for Specific Purposes (ESP) context, where students must communicate effectively for academic and professional goals, oral presentation skills are especially important. However, many college students struggle with nervousness, low self-esteem, and a lack of opportunities to practice speaking English in traditional live presentations. The current study examines students’ opinions regarding the usage of video-recorded presentations as a substitute oral presentation task in an ESP class to address the issues. 26 students studying Civil Engineering at a private university in Indonesia participated in the study, which used a quantitative research approach. Students’ opinions prior to, during, and following video-recorded presentations were examined using a closed-ended questionnaire using a five-point Likert scale. The results show that students' perceptions of video-recorded presentations are generally favourable. Pronunciation, fluency, grammatical accuracy, and presentation structure were all evaluated by most participants as being improved by this method. Additionally, speaking anxiety was lessened, confidence was boosted, and adequate preparation time was provided by video-recorded presentations. Students' enthusiasm was also bolstered by encouraging comments from their teachers and peers. Video-recorded presentations were seen as a helpful and encouraging learning technique, even though they required extra preparation time. The study concludes that, in ESP and English as a Foreign Language (EFL) context, video-recorded presentations can be a useful teaching technique for improving students' oral presentation skills.
THE EFFECTIVENESS OF THE PROCESS–PRODUCT APPROACH IN DEVELOPING UNIVERSITY STUDENTS’ CREATIVITY IN WRITING RECOUNT TEXTS
This quasi-experimental study investigated the effectiveness of the process–product approach in enhancing the creativity of EFL university students in writing recount texts. The study involved 80 third-semester Islamic Broadcasting Communication (KPI) students selected through cluster sampling, with KPI-D (n = 40) assigned as the experimental group and KPI-E (n = 40) as the control group. Creativity and recount writing performance were measured through pre- and post-tests using an analytical rubric evaluating fluency, originality, elaboration, and organization. The experimental group showed substantial improvement, increasing from M = 63.75 (SD = 7.90) to M = 80.55 (SD = 6.80), while the control group improved from M = 64.50 (SD = 7.35) to M = 73.02 (SD = 6.88). Paired-samples t-tests revealed significant gains in both groups, with the improvement in the experimental group being markedly greater, t(39) = –14.88, p < .001, compared to the control group, t(39) = –7.45, p < .001. An independent-samples t-test further confirmed a significant difference in post-test scores between the groups, t(78) = 8.65, p < .001. Analysis of writing subcomponents revealed that students taught through the process–product approach outperformed their peers in content elaboration, grammar accuracy, vocabulary use, and coherence. These results demonstrate that the process–product approach is highly effective in fostering creativity and improving the overall quality of students’ recount writing.
EXPLORING STUDENTS’ CONFIDENCE IN SPEAKING ENGLISH THROUGH GROUP DISCUSSION ACTIVITIES AT MA ASY-SYARIF SIDANG KOTO LAWEH
This study explores how group discussion activities can improve students’ confidence in speaking English at MA Asy-Syarif Sidang Koto Laweh, a pesantren-based senior high school. Many students initially struggled with anxiety, limited vocabulary, and hesitation when speaking. A descriptive qualitative method was used, involving two eleventh-grade classes. Data were collected through classroom observation, documentation, and informal interviews. The results show that group discussion significantly increased students’ willingness to speak, vocabulary recall, and overall participation. Working in small groups helped students feel more comfortable expressing ideas, receiving peer support, and practicing before presenting. Although each class showed different learning dynamics, both demonstrated positive improvement. This study concludes that group discussion is an effective strategy for enhancing students’ speaking confidence in EFL classrooms.
DEIXIS IN FRANK OCEAN’S BLONDE ALBUM : CONSTRUCTING EMOTION AND INDENTITY THROUGH LYRICS
This study examines the pragmatic realization of deixis in five selected tracks from Frank Ocean’s Blonde album. The analysis focuses on person, temporal, and spatial deixis to determine how deictic expressions encode emotional stance, identity construction, and relational positioning within the lyrics. The research applies a qualitative descriptive methods , with data obtained through lyric transcription and interpreted using contextual pragmatic analysis.The results indicate that person deixis, especially the oscillation between “I,” “you,” and “we,” frames asymmetrical emotional relations and reveals shifts in intimacy, vulnerability, and self-awareness. Temporal deixis captures the interplay between past memory, present instability, and imagined futures, exposing fluctuating psychological states. Meanwhile, spatial deixis functions metaphorically to mark emotional spaces rather than physical settings, signifying belonging, transition, and internal refuge.Overall, deixis in Blonde operates not merely as a referential device but as a stylistic mechanism that articulates affective complexity and identity negotiation. This research contributes to pragmatic stylistics by demonstrating how deictic strategies in song lyrics can index psychological depth and relational meaning, thereby offering a basis for further linguistic examinations of musical discourse.
CONCEPTUAL METAPHORS OF RACE AND ALIENATION IN THE ALBUM NEGRO SWAN BY BLOOD ORANGE
This research examines how conceptual metaphors in six songs from Blood Orange’s Negro Swan album represent themes of racial identity and alienation. Using Lakoff and Johnson’s Conceptual Metaphor Theory, the study adopts a qualitative descriptive method to identify and interpret metaphorical expressions found in the lyrics of “Charcoal Baby,” “Orlando,” “Jewelry,” “Dagenham Dream,” “Runnin’,” and “Minetta Creek.” The analysis reveals that metaphors related to race emphasize concepts of otherness, hypervisibility, surveillance, and the social devaluation of Black bodies. Meanwhile, metaphors of alienation are expressed through spatial and emotional imagery, such as downward orientation, confinement, repetitive motion, and identity masking. These metaphors work collectively to frame racialization and marginalization shapes emotional displacement. The findings demonstrate that conceptual metaphors in Negro Swan do not function merely as stylistic devices but as cognitive tools that structure how experiences of Blackness and vulnerability are understood. By combining cognitive metaphor theory with the study of contemporary music, this research fills a gap in existing scholarship on racialized experience and alienation in lyrical expression.
FREUDIAN DEFENSE MECHANISMS OF THE CHARACTER KENNA IN THE NOVEL REMINDERS OF HIM BY COLLEEN HOOVER
The novel Reminders of Him depicts the inner conflicts of the main character, Kenna, caused by her past experiences and mistakes, and displays her responses in facing these inner conflicts. This research is important to enrich knowledge about psychological defense mechanisms in facing inner conflicts. Thus, this study aims to analyze Kenna's response to her inner conflict in the novel Reminders of Him using Sigmund Freud's psychoanalytic theory. This study uses a qualitative method with a literary structural and psychological approach. This study shows that the defense mechanisms of rationalization, denial, suppression, repression, and sublimation are the responses shown by Kenna in facing her inner conflicts. This analysis shows that past experiences and mistakes are able to trigger ego defense mechanisms that hinder personal growth, but encounters with positive figures ultimately have a positive impact, such as the use of sublimation, emphasizing the role of literature as a means to have an understanding of the complexity of human psychological development and strengthening.
THE EFFECT OF WORDWALL PLATFORM ON STUDENTS’ READING COMPREHENSION AT MTS LABORATORIUM JAMBI
This research aims to determine the effect of using Wordwall Platform on students’ reading comprehension at MTs Laboratorium UIN Sultan Thaha Saifuddin Jambi. It was quantitative research with a quasi experimental design. The sample of this study was 29 students of experimental class and 29 students of control group using custler random sampling techniques. The data collection instrument in this research was a short essay test consisting of pre-test and post-test. Based on data analysis from research and hypothesis testing carried out, the effect in learning outcomes shows that the average in the experimental class is in the medium category, while the average in the control class is in the low category. It could be seen from the pre-test result before treatment and post-test result after treatment in both of group. It mean score of pre-test of experimental class was 55,86 and the mean score of post-test was 76,03. Meanwhile, the mean score of pre-test in control class was 57,59, and the mean score of post-test was 69,14. This is also shown in the results of the post-test t test. Both of class from pre-test and post-test score got a normality and homogeneity data with significant (0,05). The results of the t test analysis show that the t-count is 3.699 with a significance of 0.01, the significance value shows 0.01<0.05 so that ( is accepted. It can be concluded that Wordwall Platform Effective for teaching and assessment in Reading Comprehension of Recount Text to class VIII MTs Laboratorium UIN Sultan Thaha Saifuddin Jambi.
FROM TASTE TO TEXT: A CORPUS-BASED ANALYSIS OF FIGURATIVE LANGUAGE PATTERNS AND RHETORICAL QUALITY IN NOVICE EFL CULINARY DESCRIPTIONS
This study investigated the patterns and rhetorical quality of figurative language in novice EFL writers’ descriptive texts about real culinary objects using quantitative corpus-based design supported by qualitative rhetorical evaluation. To generate the dataset, 42 first-semester learners in Narrative & Descriptive Writing course produced forty-two 500-word descriptions, forming a small corpus. The texts were manually coded using an instrument covering five figurative categories namely simile, metaphor, personification, hyperbole, and onomatopoeia. Two raters identified and classified all items to ensure reliability, guided by an analytic rubric assessing Contextual Appropriateness, Stylistic Effectiveness, and Creativity Response. The corpus contained 680 expressions, comprising 265 similes, 143 metaphors, 116 personifications, 101 hyperboles, and 55 instances of onomatopoeia. Simile dominated but demonstrated reliance on explicit comparative markers, whereas metaphor exhibited limited conceptual mapping. Personification contributed the strongest stylistic value, while hyperbole often led to overstatement and onomatopoeia appeared sparsely as isolated sound cues. Despite high figurative density, overall rhetorical effectiveness remained moderate, with creativity identified as the weakest dimension. The findings indicate that learners’ figurative use is active yet formulaic. Pedagogically, the study highlights the need for explicit instruction, corpus-informed modelling, and guided revision to support more intentional and stylistically effective descriptive writing.