Bogor English Student And Teacher (BEST) Conference

EXPLORING PEDAGOGICAL IMPLICATIONS OF GAMIFICATION IN EFL CLASSROOM

Risa Dwi Almanda — 2025-09-07

This study examines the pedagogical implications of implementing gamification in English as a Foreign Language (EFL) learning through a qualitative literature review. The analysis shows that gamification plays an important role in increasing student motivation and engagement by fulfilling the psychological needs of autonomy, competence, and social connectedness. The main pedagogical implications include a change in the role of the teacher from a traditional lecturer to a facilitator who designs learning activities that are engaging and appropriate to students' characteristics. In addition, gamification creates an interactive and low-anxiety learning environment, which supports effective language acquisition through immediate feedback and repetition. However, successful implementation is highly dependent on teacher readiness, technology availability, as well as institutional support and learning culture. Another implication is the need to balance the use of external rewards and the creation of an inclusive atmosphere to maintain students' intrinsic motivation. Thus, gamification has the potential to transform EFL learning practices to be more dynamic, participatory and meaningful if implemented with careful pedagogical planning and contextual adaptation.

PERSPECTIVES OF EFL STUDENTS ON ACQUIRING CRITICAL THINKING SKILLS IN THE ENGLISH DEBATE COURSE

Dinar Maliani Choerunnisa — 2025-09-07

Critical thinking is a vital 21st-century competency for EFL learners, and debate is considered an effective method to foster it. This study aims to find out students' perspectives on the acquisition of critical thinking skills through English debate courses, especially in the Australian Parliamentary Debate format, using Facione’s (1990) six core skills interpretation, analysis, evaluation, inference, explanation, and self-regulation as a framework. A qualitative case study was used to gather data from five English education students at a university in Bogor through questionnaires and semi-structured interviews. Results indicate that all six skills can be acquired through debate, with interpretation, evaluation, and analysis being the most prominent. The findings concluded that debate can serve as a beneficial learning tool, but its effectiveness relies on the active involvement and awareness of students.

LEVERAGING STUDENTS’ MOTIVATION IN LEARNING ENGLISH WITH MULTIMODAL APPROACH

Khumaira Prievanti Putri — 2025-09-07

In situations where English is being learned as a foreign language (EFL), motivation is especially important. Multimodal approaches integrate several forms of representation and communication, including textual, visual, auditory, and kinaesthetic elements, to improve learning outcomes. These methods are becoming more widely acknowledged for their positive effects on student motivation, particularly in language learning contexts. This study explores the implementation of the multimodal approach in EFL classrooms and its effect on students’ motivation, specifically through the lens of Keller’s ARCS Model: Attention, Relevance, Confidence, and Satisfaction. Using interview data from a junior high school English teacher, the research reveals that multimodal resources, such as visual materials, videos, and real-life-based tasks, significantly enhance students’ motivation, particularly in terms of attentional engagement and task satisfaction. The findings suggest that multimodal practices can foster more responsive and emotionally engaging classroom environments, thereby strengthening students’ willingness to participate and learn.

PRE-SERVICE TEACHERS EXPERIENCES IN DEVELOPING STUDENTS SPEAKING SKILLS USING GAME-BASED LEARNING IN THAILAND

Siti Latifatusa’diah — 2025-09-07

This study aims to explore the experiences of pre-service teachers in using game-based learning to develop students’ speaking skills during their practicum in Thailand. Using a narrative inquiry approach, five pre-service teachers who took part in an international community service and teaching program (KKN) shared their personal stories and reflections. Data were collected through close-ended questionnaires and semi-structured interviews, enabling the researchers to gather both structured responses and rich, personal narratives. The findings revealed that the pre-service teachers generally had positive experiences with GBL, especially in using both digital and non-digital games, as well as group-based strategies that encouraged collaboration and communication. However, they also reflected on the challenges of implementing games in a foreign teaching context, such as time constraints and classroom management issues. These narratives underscore the transformative potential of game-based learning, not only in enhancing students’ speaking abilities but also in supporting the professional growth of pre-service teachers.

THE USE OF PROJECT-BASED LEARNING TO PROMOTE HIGHER-ORDER THINKING SKILLS IN ENGLISH LANGUAGE TEACHING: TEACHERS’ PERCEPTIONS

Suciyati Ummu Habibah — 2025-09-07

This study aims to explore teachers’ perceptions regarding the use of Project-Based Learning in English language teaching to promote students’ Higher-Order Thinking Skills. A qualitative approach with a case study design was employed, involving three English teachers from private schools in Bogor Regency, West Java. Data were collected through close-ended questionnaires and semi-structured interviews and analyzed using the interactive model by Miles, Huberman, Saldana (2019), which includes data reduction, data display, and conclusion drawing. The findings reveal that teachers possess a solid understanding of project-based learning and believe in its effectiveness for enhancing students’ critical, creative, and analytical thinking. Project-based learning engages students in active, meaningful learning through real-world projects and collaboration. However, challenges such as limited time, student readiness, and the need for clear scaffolding were also identified. Therefore, effective implementation requires structured planning and adequate support to ensure the meaningful development of students’ cognitive skills through English instruction. The implication of these findings highlights the importance of continuous teacher training and consistent curriculum support.

GROUP DISCUSSION AS COMMUNICATIVE TASK IN THE PRACTICE OF TBLT METHOD

Hikmah Ismidiana Marwah — 2025-09-07

The implementation of the task-based language teaching (TBLT) method that focuses on real-life practice and communication could be challenging to apply. Pre-service EFL teachers who study this method should have to understand this method in order to apply it for learning activity. This situation led the pre-service EFL teacher to practice doing the activity, which indicates the objective of the TBLT method. Therefore, this study examined how the TBLT method of communicative tasks using group discussion impacts students' communicative activity. In investigating this topic, the researcher used an exploratory case study. The data were collected by using observation and a questionnaire, due to enclosing the teacher's perception in supporting the observation result. Then the data were analyzed by using thematic analysis. The researcher found that communicative tasks in the TBLT method using group discussion had a good impact on students communication. The activity forces students to finish their task by interacting with their friends in group discussion activity. For further research, the researcher suggests including students' perceptions in completing the finding not only from the teacher's point of view but also from the students' side.

ENHANCING STUDENTS’ MOTIVATION IN LEARNING ENGLISH WITH CLIL APPROACH

Qarira Muti Kamila — 2025-09-07

This study aims to determine the extent to which the Content and Language Integrated Learning (CLIL) approach can increase students' motivation in learning English. Using a qualitative approach with a case study design, data were collected through semi-structured interviews with six students of the English Education study program who attended CLIL-based lectures. Data were analyzed thematically based on the Self-Determination Theory (SDT) framework. The results showed that CLIL had a positive impact on students' intrinsic and extrinsic motivation. Students feel more interested, involved, and internally motivated because the material is delivered contextually and relevantly. In terms of extrinsic motivation, academic demands and professional goals encourage them to study harder. The conclusion of this study shows that the implementation of CLIL can be an effective strategy in increasing motivation to learn English. The implication of this finding is the importance of curriculum development and teacher training that supports the sustainable implementation of CLIL in higher education.

STUDENTS PERCEPTION IN IMPROVING ENGLISH LISTENING SKILLS THROUGH SHORT MOVIES

Vina Ashari — 2025-09-07

This study aims to analyze students’ perceptions of improving English listening skills through the use of short movies at junior high school. The research employed a descriptive mixed-methods design, involving 60 eighth-grade students as participants. Data were collected through questionnaires and semi-structured interviews. Findings revealed that most students held positive perceptions of using short movies. They reported feeling more motivated, better able to comprehend vocabulary and context, and more practiced in identifying both main ideas and detailed information. Nonetheless, challenges were also noted, including accent variations, native speakers’ speech rate, and limited vocabulary. The discussion highlights that short movies enhance listening skills and foster student motivation and engagement. The study implies that teachers should continuously integrate audiovisual media with well-planned supporting activities to make listening practice more effective, authentic, and meaningful.

UNIVERSITY STUDENTS' USE OF TED TALKS IN BOOSTING LISTENING: A MOTIVATIONAL PERSPECTIVE

Aisya Salsabilla — 2025-09-07

This research explores the motivational factors that drive students to enhance their listening abilities through the utilization of TED Talks. Carried out among English Education Program students in Bogor, the study adopts a qualitative methodology, incorporating questionnaires and interviews as key instruments for data collection. The results indicate that both intrinsic and extrinsic motivations play a role in students’ engagement with TED Talks. Intrinsic motivations encompass personal interest, curiosity, and the pursuit of self-growth, whereas extrinsic motivations relate to academic achievement, influence from peers, and encouragement from lecturers. TED Talks are shown to not only support listening comprehension but also aid in the development of vocabulary, pronunciation, and overall language fluency. The research underscores TED Talks as a valuable and motivating resource in English language learning.

LEARNING TO SPEAK BY PLAYING A ROLE: ROLEPLAY IN EFL LEARNERS

Keisha Siti Nurmuntazlimah — 2025-09-07

The ability to communicate effectively in English is one of the most important skills for students, especially when learning as an English Foreign language (EFL). The purpose of this study is to investigate the effectiveness of using roleplaying techniques in enhancing students' interpersonal skills. Through a kualitatif approach, this study examines how game-based learning activities can create an interactive learning environment, foster self-confidence, and encourage more casual language use. Data is gathered through student observations, teacher interviews, and student participation in class activities throughout the teaching process. The study's findings indicate that roleplaying does more than only improve students' grammatical and pronounciation; it also helps them develop their ability to interact with others in a variety of communicative contexts. Accordingly, this technique is recommended as an effective teaching strategy to increase students' speaking skills in English language instruction.

THE USE OF GAMIFICATION IN LANGUAGE LEARNING: A STUDY ON EFL STUDENTS USING DUOLINGO

Isna Awalia — 2025-09-08

This study aims to explore how EFL (English as a Foreign Language) students utilize gamification features in the Duolingo application and how these features influence their motivation and engagement in learning English. This research employed a qualitative case study approach involving five students from the English Education program at a university in Bogor as participants. Data were collected through closed-ended questionnaires and semi-structured interviews. The findings reveal that gamification features such as Experience Points (XP), daily streaks, challenges, and leaderboards are actively used by students as tools to build independent learning routines and enhance their learning enthusiasm. These features also significantly promote intrinsic motivation and foster greater engagement compared to traditional learning methods. The study concludes that gamification elements in Duolingo play a crucial role in creating a fun, flexible, and sustainable learning experience for EFL learners. The implication of these findings suggests that integrating gamification into digital learning can be an effective strategy to enhance the quality of foreign language education, particularly in higher education contexts.

PRE-SERVICE ENGLISH TEACHERS' ADAPTATIONS IN KAMPUS MENGAJAR PROGRAM

Radisti Meilanasari — 2025-09-08

This study aims to explore the experiences of pre-service teachers in teaching English during the Kampus Mengajar program initiated by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. A qualitative case study approach was employed, involving ten participants through semi-structured interviews, open-ended questionnaires, and reflective narratives. The findings reveal that pre-service teachers applied student-centered methods such as discussions and hands-on practice to enhance student engagement. Despite limited facilities, they demonstrated creativity by designing instructional media such as audio recordings, games, and videos. Textbooks were the most frequently used teaching materials, which they often modified to suit students’ proficiency levels. Challenges including low student motivation, limited instructional time, and lack of resources prompted the participants to be adaptive and reflective. The study concludes that the Kampus Mengajar program serves as a transformative learning experience that enables pre-service teachers to connect theory with practice while enhancing their pedagogical competence. The findings have implications for the improvement of teacher education curriculum in Indonesia.

A DESCRIPTIVE STUDY ON THE USE OF ICE BREAKING TECHNIQUES IN ENGLISH LANGUAGE TEACHING

Hesty Herawati Choirunnisa — 2025-09-08

This research aims to describe the use of ice breaking techniques in English language learning, specifically focusing on two types: spontaneous and planned techniques. The findings show that planned techniques are more frequently used by teachers due to their suitability with learning objectives and teaching materials. Meanwhile, spontaneous techniques are applied situationally in response to unexpected classroom dynamics or student reactions. Both techniques proved effective in increasing student engagement, creating a positive learning atmosphere, and making students feel more comfortable in communicating. This description concludes that teachers' flexibility in choosing and applying ice breaking techniques based on the classroom context is crucial. The implication is that teacher training programs should emphasize the development of planned and spontaneous ice breaking strategies to foster a more interactive and dynamic learning environment.

THE USE OF DIGITAL GAMES TO ENCHANCE STUDENTS’ LISTENING SKILL

Dinda Azzahra Putri Abdi — 2025-09-08

This study aims to analyze and find out whether the use of digital games as a medium for improving listening skills is effective. In addition, this research was conducted to find out whether digital games can be used as one of the new learning media for improving one's language skills, because new media for listening practice is essential so that students do not get bored. The research method used is a literature review, which collects various research results and compares them to see the final result. The final results show that some of the students described in the scientific journals that became the sources of the study did experience an improvement in their listening skills, some felt that their understanding of known vocabulary was broader, and some felt that their language skills improved in various aspects, indicating that the use of digital games as one of the language learning media is indeed quite effective for improving language skills, not even limited to listening alone but also other aspects of language. The conclusion obtained from conducting this research is that the use of digital games as one of the media to improve students' listening skills has proven to be quite effective, even not only limited to just improving students' listening skills but also capable of improving all aspects of students' language skills, such as expanded vocabulary understanding and improved students' comprehension skills in English-based speech.

STUDENTS’ PERCEPTION OF SPEAKING ACTIVITIES USING THE DRILLING TECHNIQUE AND ITS PEDAGOGICAL IMPLICATION

Nabila Syakira Bilhaq — 2025-09-08

This study aims to explore students' perceptions of the use of drilling techniques in speaking activities and the pedagogical implications that arise from their experiences. The method used is qualitative research with a literature review approach, which analyses various scientific sources and observational data as well as interviews to understand the effectiveness of drilling techniques in speaking activities. The results of the study indicate that some students feel nervous and anxious at the beginning of drilling activities because they are afraid of making mistakes. In addition, students also experienced boredom due to monotonous repetition and difficulty in pronouncing long words or sentences. However, after several practice sessions, students began to feel more comfortable and confident. They also reported improvements in pronunciation, vocabulary mastery, and fluency in speaking. The conclusion of this study shows that drilling techniques can support the development of speaking skills if applied in a varied manner and in a supportive environment. The pedagogical implications include the importance of using drilling in small groups, integrating interesting learning media, and structuring material in a gradual manner. These findings provide input for English teachers to create a supportive, interactive, and responsive learning environment for students in developing their speaking skills.

STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF GAMIFICATION TECHNIQUE IN ENGLISH CLASSROOM

Yuniawati — 2025-09-08

Gamification serves as a learning technique that enhances motivational opportunities by adding game-like elements and encouraging positive behavioral outcomes. How students perceive the use of technology involves both cognitive and affective aspects. This research aimed to investigate the students’ perception toward gamification implemented in English language classrooms. This research was conducted in a Private Junior High School in Sukabumi. It involves 70 students among the 8^th and 9^th grade students as samples. This research uses a qualitative descriptive method; the instrument is questionnaire as well as interview to collect the data. The questionnaire consists of 30 sets of questions, with four indicators, while the interview consists of 10 questions. It is found that gamification creates a more engaging and enjoyable learning atmosphere. In the cognitive aspect, students perceived gamification as easy to use and beneficial for improving their understanding of vocabulary. Affective responses revealed positive feelings such as excitement and reduced anxiety. Additionally, the majority of students showed a desire to continue using gamification and were enthusiastic in seeking additional learning outside of class. Therefore, this research suggests that gamification can support more student-centered and interactive English instruction.

THE IMPACT OF REFLECTIVE PRACTICE TOWARDS PROFESSIONAL DEVELOPMENT OF IN-SERVICE ENGLISH TEACHERS

Indira Sofia Satrianno — 2025-09-08

The purpose of this study was to explore the impact of reflective practice perceived by in-service English teachers on their professional development. This study used a case study research design. The results showed that all teachers admitted that they did not reflect very often and stated that not all reflections gave good results. Even so, they still felt that there were changes in the way they taught. Some felt more confident, could make the class more interactive, could make their own learning media, and could design more flexible learning strategies. These five teachers also stated that they have a better understanding of students' needs, both in terms of their majors and their own abilities. In addition, the majority of teachers also have a commitment to continue developing professionally. Only one teacher had no future plans because she was about to retire. The researcher concluded that teachers tend to be situational in conducting reflection. However, teachers show an open attitude towards continuous professional development, such as through participation in workshops, seminars and training. This indicates that reflective awareness, although still limited, has contributed significantly to teachers' self-development.

ENGLISH TEACHERS’ PERCEPTIONS OF THE BENEFITS AND CHALLENGES IN IMPLEMENTING PROBLEM-BASED LEARNING

Octavia Lestari — 2025-09-08

This study explores English teachers’ perceptions of Problem-Based Learning (PBL), focusing on its benefits and challenges in classroom implementation. Data were collected through questionnaires and interviews with English teachers actively using PBL in their teaching practices. Findings indicate that teachers perceive PBL as an effective approach to enhance students’ communication, collaboration, and critical thinking skills, contributing to a more engaging and dynamic learning environment. However, teachers also reported challenges such as designing relevant problem scenarios, managing limited instructional time, and encouraging equal participation among students. These insights provide valuable guidance for educators and curriculum developers to optimize PBL application in English language teaching.

AI-POWERED WRITING ASSISTANCE IN ENGLISH LANGUAGE LEARNING IN HIGHER EDUCATION: A LITERATURE REVIEW

Tri Jaka Saputra — 2025-09-08

This literature review explores the role of AI-powered writing assistance tools in supporting English language learning in higher education. Many university students, especially non-native speakers, face challenges in grammar, vocabulary, and academic conventions. Tools such as ChatGPT, Grammarly, and Quillbot—driven by natural language processing and machine learning—offer automated feedback that enhances writing quality and learner confidence. This review synthesizes findings from 10 peer-reviewed empirical studies published between 2021 and 2025. The results reveal that these tools are widely adopted in university contexts and are associated with improved grammatical accuracy, organization, and overall writing performance. However, the review also identifies significant concerns, including academic integrity issues, over-reliance on automated suggestions, and the risk of diminishing critical thinking and originality. While AI writing tools can be valuable learning aids, their effective integration requires thoughtful pedagogical planning, ethical considerations, and educator support to ensure they complement rather than replace authentic writing development.

ENHANCING UNIVERSITY STUDENTS’ LISTENING SKILLS THROUGH LEARNER AGENCY IN THE DIGITAL ERA

Muhamad Ilsan Pratama — 2025-09-08

This study aims to explore how university students enhance their listening skills through the application of learner agency in the context of digital learning. Using a qualitative case study approach, data were collected through structured questionnaires and semi-structured interviews with three students who were actively engaged in digital listening activities. The analysis revealed that students exhibited agentive behaviors such as conscious decision-making, strategic platform selection, self-reflection, and the adaptation of learning methods based on context and individual needs. They did not merely use technology passively but utilized it purposefully to support their understanding and development of listening skills. The findings of this study affirm that learner agency plays a significant role in shaping independent, reflective, and effective learning experiences. The implications suggest the need for the development of student-centered learning approaches that foster autonomy in the use of technology, particularly to improve listening skills in the digital age.

EXPLORING INSTAGRAM AFFORDANCES IN SCAFFOLDING ENGLISH SKILLS AMONG PRE SERVICE TEACHERS

Fatimah Azzahra Nur Sabrina Zain — 2025-09-08

English language proficiency of most English teachers in Indonesia is still at the lower intermediate level. As a result, it must be improved. Since teachers are crucial in providing exposure to their students. This improvement can begin while they are still working as prospective teachers. In today's digital era, social media can be used as English learning media, including Instagram. Instagram is the second most used social media in Indonesia and it is popular among university students as well as pre service teacher who are pursuing higher education. Instagram has many features and contents that make it not only an entertainment media but also potentially used as a learning media. While several prior studies have looked into Instagram's use in learning English, but there are not many that have focused on the affordances of Instagram that assist in language learning. Thus, this study aims to identify the affordances of Instagram that can be utilized for learning English. This research adopts a case study method for data collection, utilizing documentation, and semi-structured interviews. The participants of this study were eighth-semester English education students from one of the universities in Bogor. Findings from this research reveal that all Instagram affordances, including editability, association, persistence, and visibility, can be utilized to learn English.

THE BENEFITS AND LIMITATIONS OF USING AI IN LEARNING ENGLISH WRITING SKILL

Ramalda Salisa — 2025-09-08

Writing in English is essential for academic and professional purposes, yet students often face challenges such as lack of confidence, poor grammar, and difficulty organizing ideas. This study explores the benefits and limitations of using artificial intelligence (AI), particularly Gemini AI, to support English writing skills. Employing a qualitative case study approach, ten eighth-semester students who used Gemini AI for one semester were studied through closed-ended questionnaires and semi-structured interviews. Results indicated that Gemini AI enhanced idea generation, paragraph structure, vocabulary usage, and reduced grammar and mechanics errors. It also supported the full writing process: planning, drafting, revising, editing, and publishing. However, some drawbacks were identified, including occasional inaccuracy, limited support for critical analysis, and data privacy concerns. Thus, while Gemini AI is a valuable aid for improving English writing skills, it must be used mindfully to foster independent and critical writing.

FACTORS INFLUENCING PRE-SERVICE TEACHERS’ PERCEPTIONS TOWARD THE USE OF MOBILE APPLICATIONS IN LEARNING ENGLISH SPEAKING SKILLS

Muhammad Agung Riyanulloh — 2025-09-08

This study aimed to identify the factors influencing pre-service teachers’ perceptions toward the use of mobile applications in learning English speaking skills. Employing a qualitative descriptive approach, the study involved 20 students from an English education program who had experience using mobile apps such as ELSA Speak during their teaching practicum. Data were collected through a closed-ended Likert-scale questionnaire and semi-structured interviews with five selected participants. The findings revealed that participants held positive perceptions of mobile applications, with key influencing factors including perceived usefulness, ease of use, feedback quality, motivation, prior experience, flexibility, and increased speaking confidence. Most participants also expressed intentions to integrate such applications into their future teaching practices. The conclusion of the study confirms that mobile apps like ELSA Speak support autonomous learning and have potential as supplementary resources in language instruction. The findings imply a need for digital technology training in teacher education programs and further development of pedagogically responsive and contextualized mobile applications.

PERSONALIZED LISTENING PRACTICE WITH TED TALKS: STUDENTS’ PERCEPTIONS IN AN EFL CONTEXT

Raden Rena Amelia — 2025-09-08

This study investigates EFL students’ perceptions of utilizing TED Talks as an autonomous learning resource for personalized listening practice. Using a qualitative case study approach, data were gathered through a Likert-scale questionnaire and semi-structured interviews with eleven sixth-semester English Education students at a public university in Bogor. Results indicate that students perceive TED Talks positively as an effective, engaging, and relevant medium to improve listening skills independently. The variety of accessible content and motivational delivery enhance learners’ interest and engagement. Challenges such as diverse accents, advanced vocabulary, and rapid speech were reported, with strategies like subtitle use, vocabulary note-taking, and repeated viewing employed to address these issues. Overall, TED Talks are a flexible and beneficial tool for autonomous listening development when paired with effective learning strategies.

STUDENTS’ PERCEPTION ON AUGMENTED REALITY-BASED ENGLISH LEARNING USING ASSEMBLR EDU

Zafar Ahmad — 2025-09-08

Augmented Reality (AR) has emerged as a powerful tool in education, offering interactive and immersive experiences that enhance student engagement, particularly in language learning. This study aims to explore students’ perceptions of AR-based English learning using the Assemblr Edu application. A qualitative case study design was employed, conducted in a vocational school in Depok involving ten 10th-grade students from the Design, Communication, and Visual (DKV) program, consisting of 6 males and 4 females. The research instruments consisted of a close-ended questionnaire and semi-structured interviews. The questionnaire focused on students’ perceptions regarding usability, motivation, and effectiveness, while the interviews explored their experiences, perceived benefits, engagement, and challenges. The findings revealed that the majority of students responded positively toward Assemblr Edu. They found the application engaging, easy to use, and beneficial for enhancing motivation and comprehension in English learning. Minor technical issues, such as limited device capability and unstable internet connections, were mentioned but did not significantly affect the overall positive perception. This study recommends the broader integration of AR tools like Assemblr Edu in English education, supported by adequate technical infrastructure and teacher training.

THE BENEFITS AND LIMITATIONS OF USING AI IN LEARNING ENGLISH WRITING SKILL

Ramalda Salisa — 2025-09-08

THE ROLE OF ENGLISH DRAMA PERFORMANCE IN ENHANCING SPEAKING SKILLS: STUDENTS’ INSIGHTS AND CHALLENGES

Pramitha Cahyana — 2025-09-08

This study aims to explore students’ insights into the use of English drama performance in enhancing their speaking skills, as well as to identify the challenges they face during the learning process. A qualitative approach with a descriptive case study design was employed, involving 15 students from the English Education Study Program at a university in Bogor, Indonesia, who had participated in English drama activities. Data were gathered through close-ended questionnaires and semi-structured interviews, then analyzed using Miles, Huberman, and Saldana’s (2014) interactive model, which includes data reduction, data display, and conclusion drawing. The findings revealed that English drama performance contributed positively to five core aspects of speaking: pronunciation, fluency, vocabulary, grammar, and comprehension. However, challenges such as performance anxiety, limited vocabulary, and pronunciation difficulties were also identified. The study concludes that drama can be an effective language learning strategy when supported by proper pedagogical planning, structured practice, and emotional reinforcement. The implications suggest that educators should provide adequate guidance to ensure the meaningful integration of drama into English language instruction.

EXAMINING "ENGLISHFESS" FOLLOWERS' ENGLISH VOCABULARY ON THE X (TWITTER) APP

Keisya Savira Anjani — 2025-09-08

The purpose of this study is to examine how the @englishfess_ Twitter account affects its followers' growth in their vocabulary in English. Five active followers of the @englishfess_ account participated in a qualitative case study as part of the research methodology. Semi-structured interviews and closed-ended questionnaires were used to gather data. The outcome demonstrated that @englishfess_ aids users in increasing their vocabulary, particularly when it comes to everyday discussions, idioms, and slang. The knowledge offered on the form of visuals , memes, and sample sentences makes studying more fun and memorable. Furthermore, user interaction in the comment section fosters a contextualized and cooperative learning environment. According to the study's findings, @englishfess_ is a useful and pertinent learning tool for enhancing vocabulary acquisition in English.

IDENTIFYING NOMINALIZATION IN ENGLISH REPORT TEXTS OF HIGH SCHOOL STUDENTS

Salmah — 2025-09-08

This study aims to explore the use of nominalization in report texts written by high school students. The research focuses on identifying the types of nominalization used in students’ writing and analyzing the most dominantly employed forms. A qualitative approach was applied using content analysis as the method. The data were collected from English report texts written by eleventh-grade students at a public senior high school in Bogor. The findings reveal that students employed a variety of nominalization types, with the conversion of verbs into nouns (type 2) emerging as the most dominant. This indicates students’ efforts to construct more compact and formal sentence structures, even though their mastery of academic language features is still in development. The study concludes that explicit instruction on nominalization is essential to support students in enhancing their academic writing skills. The implication is that English teachers are encouraged to incorporate nominalization practice into teaching report text genres.

CHALLENGES FACED BY EFL TEACHERS IN IMPLEMENTING KURIKULUM MERDEKA: A REFLECTION ON DIGITAL ERA TEACHING PRACTICES

Mutia Aulia Aulia — 2025-09-08

This study investigates the challenges encountered by English as a Foreign Language (EFL) teachers in implementing Kurikulum Merdeka, a new Indonesian curriculum that emphasizes student-centered learning and digital integration. While the curriculum promotes autonomy and flexibility, many teachers face obstacles in adapting to these changes within the context of the digital era. Using a qualitative descriptive method, data were collected through interviews and open-ended questionnaires involving junior high school EFL teachers. The findings highlight several key issues, including limited access to digital tools, insufficient professional development, and difficulty adjusting traditional teaching methods to suit technology-based learning environments. These challenges impact classroom effectiveness and student engagement. The study suggests the need for structured support systems, including digital literacy training and the development of accessible teaching resources, to help EFL teachers navigate the demands of Kurikulum Merdeka more effectively.

INTEGRATING ARTIFICIAL INTELLIGENCE APPLICATIONS IN SUPPORTING UNIVERSITY STUDENTS’ ENGLISH WRITING SKILLS

Widy Maharani — 2025-09-08

This study explores university students’ perceptions and experiences in using AI-based mobile applications to support their English writing skills. A qualitative case study approach was employed, involving open-ended questionnaires and semi-structured interviews with 8th-semester students from the English Education Department at a university in Bogor. The findings revealed that students actively used applications such as Grammarly, QuillBot, and ChatGPT for paraphrasing, grammar correction, and idea development. While they experienced benefits in terms of efficiency and language accuracy, concerns were raised about overdependence, limited contextual understanding, and the risk of reduced critical thinking. The study recommends a blended learning approach that combines AI tools with human feedback to ensure more comprehensive writing development.

EMPOWERING EFL TEACHERS IN THAILAND: CHALLENGES AND STRATEGIES IN IMPLEMENTING THE CLT APPROACH

Munadiyah El Haq — 2025-09-08

This study aims to identify the challenges and strategies experienced by English as a Foreign Language (EFL) teachers in Thailand in implementing the Communicative Language Teaching (CLT) approach. Using a literature review method, this article examines previous research related to teacher training, contextual constraints, and communicative teaching practices in EFL classrooms. Findings indicate that Thai teachers often face obstacles such as lack of professional training, large class sizes, exam-oriented curricula, and students’ low speaking confidence. However, strategies such as collaborative activities, scaffolding techniques, and task-based learning have shown to be effective in enhancing students’ communicative competence. The study concludes that continuous professional development and practice-based training are essential for optimal CLT implementation in Thai EFL contexts. The implications highlight the need for educational policy adjustments to support more adaptive communicative teaching strategies.

THE SHADOWING STRATEGY IN TEACHING SPEAKING TO EFL LEARNERS

Nada Subhiyah Yustika — 2025-09-08

In the context of learning English as a foreign language (EFL), speaking skills often pose a major challenge for students due to factors such as anxiety, lack of confidence, and difficulties in phonological aspects such as pronunciation, intonation, and word stress. The shadowing strategy, which involves students listening while simultaneously imitating the speech and facial expressions of native speakers, is one method that has begun to receive significant attention due to its relevance to students' needs, particularly in the context of speaking. This study explores how shadowing is used and how students perceive the use of the shadowing strategy. Using triangulation methods such as observation, interviews, and closed-ended questions in high schools, this study shows that the shadowing strategy is effective in improving students' phonological skills. The findings indicate that the shadowing strategy can create a more supportive and enjoyable classroom environment. As a result, students respond enthusiastically and are eager to continue improving their speaking skills using this strategy.

STUDENTS PERCEPTION ON THE USE “ELSA SPEAK” APPLICATION IN LEARNING ENGLISH

Raka Yafiendra — 2025-09-08

Mobile-Assisted Language Learning (MALL) has revolutionized language acquisition by offering flexible and interactive learning experiences. This study investigates students' perceptions of using the ELSA Speak application in English language learning. The research aims to explore the effectiveness of using ELSA Speak application in learning English. A qualitative descriptive design was employed, utilizing both close-ended questionnaires and semi-structured interviews. The research was conducted in a specific setting with ten participants, comprising six males and four females. The questionnaire consisted of themes on perceived effectiveness and learning motivation, while the interview guideline explored four themes: student experience, perceived benefits, challenges, and suggestions for improvement. Findings indicate that students generally hold positive perceptions of ELSA Speak, finding it accessible and highly effective, particularly for improving pronunciation, learning motivation and boosting speaking confidence. The application's user-friendly interface and immediate feedback were significant contributors to its perceived efficacy, fostering enhanced motivation and engagement. The study concludes that ELSA Speak is a valuable supplementary resource in language acquisition, promoting sustained engagement and a positive attitude towards learning.

EXPLORING DIGITAL GAME-BASED ENGLISH TEACHING FOR YOUNG LEARNERS: A CASE STUDY IN INDONESIAN PRIMARY SCHOOL

Niken Putri Nur Alfath — 2025-09-08

The 21st century is marked by rapid technological advancements that significantly influence various fields, including education. In the context of English language teaching, technology especially digital games has emerged as an effective tool to enhance young learners' engagement and learning outcomes. This study aims to explore how English teachers at the primary level in Indonesia implement digital game-based teaching and what roles they play in this process. Using a qualitative case study approach, data were collected through interviews with two primary school teachers in Bogor. The findings reveal that in digital game based teaching environments, teachers take on multiple roles: as mentors, motivators, facilitators, inspirers, and evaluators. Despite differences in their implementation methods, both teachers demonstrated a deep understanding of digital game-based strategies and adapted effectively to the needs of their students. The study concludes that digital game-based teaching can be a valuable pedagogical approach tofoster student motivation, interaction, and overall English language acquisition in the primary education context.

EXPLORING SUPPORTING FACTORS TO ENHANCE PRE-SERVICE TEACHERS' WELL BEING DURING PRACTICUM PROGRAM

Rachel Aghny Maghfiroh — 2025-09-08

Pre-service teachers face both professional growth and emotional challenges during their practicum, making well-being a critical component of their development. This study aims to explore the supporting factors that enhance the well-being of pre-service English teachers during their teaching practicum program. Employing a qualitative case study approach, data were gathered from ten participants through close-ended questionnaires and semi-structured interviews. The findings revealed three main contributing factors to well-being: motivation, student engagement, and appreciation of the teaching profession. Motivation was reinforced by hands-on teaching experiences, while positive student responses and academic progress strengthened emotional satisfaction. Additionally, feeling appreciated—especially by students—boosted pre-service teachers' confidence and professional identity. These factors played a significant role in increasing resilience, fostering commitment, and enhancing the overall teaching experience. The study emphasizes the importance of nurturing these elements to support the psychological and emotional well-being of pre-service teachers, ultimately contributing to their long-term success in the profession.

CULTURAL VALUES IN ENGLISH TEXTBOOKS AND THEIR ROLE IN SHAPING CROSS-CULTURAL UNDERSTANDING

Mohammad Jerrih — 2025-09-08

This study aims to identify the cultural values represented in English textbooks and examine how these values are presented within the framework of cross-cultural communication. Using a qualitative descriptive approach, the study analyzed three English textbooks commonly used in Indonesian high schools and universities. The focus included textual content, visuals, dialogues, and thematic elements reflecting values such as individualism, gender equality, freedom of expression, and diversity. Findings revealed a dominant representation of Western cultural values, particularly individualism and self-expression, often presented implicitly without critical reflection or local comparison. The study highlights the need for more culturally balanced instructional materials that support learners' intercultural competence in today’s digitally connected world. It offers recommendations for curriculum designers, educators, and policymakers to incorporate diverse cultural perspectives and promote critical cultural literacy in English language education.

TEACHING SPEAKING USING TED TALKS EDUCATION: EFL STUDENTS’ PERCEPTIONS

Trisna Hadi Saputra — 2025-09-08

This study explores the perceptions of EFL students regarding the use of TED Talks Education to develop their speaking skills. Conducted at one of the universities in Bogor, Indonesia, the research involved seven fourth-semester students from the English Education Department. A qualitative descriptive method was used, utilizing both a close-ended questionnaire and semi-structured interviews to gather data. The results indicate that students generally view TED Talks Education as a beneficial supplementary resource for language learning. They reported improvements in vocabulary acquisition, pronunciation accuracy, non-verbal communication awareness, and motivation. Students also appreciated the authentic input and inspiring delivery styles of TED speakers, which made learning more engaging and relatable. However, some limitations were noted, such as difficulties in understanding fast-paced speech and unfamiliar accents, and a lack of two-way interaction which affected speaking confidence. Despite these challenges, students found TED Talks Education helpful in building foundational speaking skills. The study concludes that TED Talks Education can serve as an effective tool in EFL classrooms when combined with interactive activities and regular practice.

STUDENTS’ PERCEPTION OF GENSHIN IMPACT GAME TOWARDS THEIR VOCABULARY SKILLS

Raka Samdya Adaby — 2025-09-08

This study investigated how students’ perception about using the online role-playing game Genshin Impact to help them acquire English vocabulary. Vocabulary is an essential component of language competence, and playing digital games exposes players to real-world situations in a relevant way. Five students from different universities participated in surveys, interviews, and observations as part of a qualitative case study methodology. The results showed that the students were able to understand terms from context and regularly encountered new vocabulary while playing the game. When compared to conventional learning methods, most participants felt that vocabulary was easier to remember. In addition, the game made them more enthusiastic about interacting with English. Genshin Impact holds promise as a supplementary vocabulary learning tool.

BILINGUAL INSTRUCTION CHALLENGE FOR TEACHER IN EFL CLASS

Ravi Rizqi Nurmansyah — 2025-09-08

Applying bilingual in EFL class possibly assist student from local area of non - English speaker gain understanding. Many studies show the adequate background of bilingual use in EFL classroom but less mentioned the challenges and solutions. Bilingual instruction reinforce current pedagogical assumptions about the role of Indonesian language in EFL instruction, thus offering a nuanced perspective that can inform future theoretical frameworks. Bilingual instruction encourage another teacher to use the results to design training programs and policies that promote effective bilingual teaching methods and styles. Study deeply investigates on how bilingual instruction in EFL class especially on junior high of GIS (Global Insani School) being instructed alongside with resulted challenge. This qualitative research with case study exlusively investigate smaller area of bilingual in EFL classroom. Teacher overcome the challenge in bilingual class by giving such balance portion about English subject material with recognizing surrounding area, pattern, and themes. Bilingual instruction in EFL class is far from perfection, somehow producing good impact on teacher’s management skill and student’s comprehension.

KAHOOT AS A DIGITAL ASSESSMENT TOOL: EXAMINING ITS EFFECTIVENESS IN SUMMATIVE TESTING

Ananda Dea Pitaloka — 2025-09-08

This study examines the effectiveness of Kahoot! as a digital tool for summative assessment in English as a Foreign Language (EFL) instruction at the senior high school level. Recognizing the need for engaging learning environments, the research explores how gamified assessment can enhance learner motivation and performance. Utilizing a pre-experimental design, the study involved eleventh-grade students at MAN 1 Kota Pekalongan, with data collected through pre-tests, post-tests, and student perception questionnaires. Descriptive and non-parametric statistical analyses revealed that Kahoot-based assessments significantly improved student engagement and learning outcomes compared to traditional paper-based methods. Students reported heightened enthusiasm, increased focus, and improved comprehension during assessment activities. These results underscore the potential of integrating game-based digital tools to improve assessment practices, promoting deeper learning and foster active engagement in EFL classrooms.

THE IMPACT OF ROLE-PLAY STRATEGY ON STUDENTS’ ENGLISH SPEAKING COMPETENCE

Fadhila Aprilia Putri — 2025-09-08

Role-play was explored as an instructional strategy to improve English-speaking proficiency among 10th-grade students in the Fashion Design and Visual Communication Design programs at a vocational high school. Employing a classroom action research (CAR) framework, the study was carried out in two cycles consisting of planning, implementation, observation, and reflection. Data were collected through observations, interviews, speaking tests, and documentation. The findings reveal that role-play significantly improved students’ speaking abilities, particularly in fluency, pronunciation, vocabulary usage, and self-confidence. Moreover, the role-play approach cultivated an interactive and communicative classroom atmosphere, encouraging students to engage in meaningful, context-based speaking tasks. The study concludes that role-play is an effective and practical technique for fostering speaking skills among vocational high school learners.

SPEAKING PROBLEMS AMONG EFL LEARNERS: A NARRATIVE REVIEW OF CAUSES AND COPING STRATEGIES

Kiasati Yusrina Septian — 2025-09-08

Speaking plays a vital and challenging role in learning English as a foreign language (EFL). Many people learning English as a second language find it difficult to speak, mainly because of problems with grammar, vocabulary, pronunciation and also anxiety, shyness and low confidence. The article will focus on discovering what causes people to have speaking problems and the ways students handle them. To perform the study, 12 articles from 2015 to 2025 found in academic databases were reviewed with a narrative-based method. The study shows that speaking difficulties happen because of both personal and surrounding factors. Learners can face self-doubt, worry about being judged and not enough exposure to new ideas and these can also be affected by the role of teachers, the environment of the classroom and different teaching approaches. Copers make use of learners’ daily word memory practice and their own self-talk in the mirror and teachers respond by communicating supportive advice and leading activities. It finds that successful speaking teaching needs to reflect on the emotional and thinking needs of the learners. Teachers are advised to create a nice atmosphere in the classroom and include strategies that help students feel calm and take an active role in talking.

AN EXAMINATION OF ENGLISH TEACHERS' METHODS IN ISLAMIC BOARDING SCHOOL EFL CLASSROOMS

Aziz Husaini Saputra — 2025-09-09

This study aims to analyze English teachers' teaching strategies in EFL classes for 8th grade junior high school students in one of the pesantren huts that also has a formal school system. This study uses a qualitative method, including interviews and classroom observations, to understand how teachers apply their teaching strategies. The results show that teachers use various strategies, such as grammar explanations, English club activities every Thursday, online games such as skribbl, stopots, quizzes, dialogs and watching English videos. These strategies help students learn English despite the lack of resources such as teaching materials, guidebooks in learning. This study aims to provide useful insights for teachers, schools, and researchers in developing future learning strategies.

GAMIFICATION AS A TOOL FOR ENHANCING MOTIVATION IN ELT: A LITERATURE REVIEW

Mirwan Maulana Rahman — 2025-09-09

This literature review investigates the significant role of gamification in enhancing student motivation within educational contexts, with a specific focus on its applicability to English Language Teaching (ELT). Facing persistent challenges in maintaining student engagement and fostering intrinsic motivation in traditional settings, educators are increasingly exploring innovative strategies. Gamification, defined as the strategic application of game-design elements in non-game contexts, emerges as a promising pedagogical tool. This review systematically analyzes key studies, including Baah et al. (2023) and Wulan et al. (2024), to synthesize findings on gamification's impact. The analysis reveals that gamification effectively boosts student motivation by fostering a sense of achievement, encouraging healthy competition, and providing immediate feedback through elements like points, badges, and leaderboards. It also promotes active participation, critical thinking, and problem-solving skills, aligning directly with the Government Regulation Number 32 of 2013 concerning National Education Standards, which mandates interactive, enjoyable, challenging, and motivating learning environments. While acknowledging the substantial benefits, the review also addresses practical challenges such as design complexity and the potential for over-reliance on extrinsic rewards. The conclusion highlights that, with thoughtful design and balanced implementation, gamification can transform ELT into a more dynamic and engaging experience, fostering a lasting enthusiasm for language learning.

CAN CHATGPT HELP EFL LEARNERS IMPROVE WRITING COHERENCE? BENEFITS AND LIMITATIONS

Muh Anshar — 2025-09-09

This study explores the perceived effectiveness of ChatGPT in helping English as a Foreign Language (EFL) learners improve writing coherence. Using a qualitative survey of 20 university-level EFL learners, the research investigates how ChatGPT supports paragraph flow, transition usage, and logical structure, while also examining its limitations. Findings reveal that 75% of respondents found ChatGPT useful for enhancing surface-level coherence, such as transitions and sentence clarity. However, only 45% believed it contributed meaningfully to deeper coherence aspects like argument development and logical reasoning. While 58% preferred ChatGPT for instant feedback, 72% still valued human instructors for nuanced input. The study concludes that ChatGPT serves as a helpful supplement but cannot fully replace human feedback in coherence development. Implications highlight the importance of guided use and critical awareness when integrating AI tools in EFL writing instruction.

DIFFERENTIATED ASSESSMENT IN ENGLISH SUBJECT WITHIN INDEPENDENT CURRICULUM IMPLEMENTATION

Rizky Gita Puspita Rani — 2025-09-09

Implementing the Independent Curriculum requires a change in learning approaches to meet the diverse learning needs inherent in today’s classrooms. Differentiated assessment, a cornerstone of this curriculum, is emerging as an essential strategy to foster personalized and meaningful learning experiences. This research investigates the practical application of differentiated assessment by the teacher, particularly in the English curriculum at State Senior High School (SMAN) 5 Banjarmasin, an innovative school adopting the Independent Curriculum. The main objectives are to describe the mechanisms the teacher use to implement differentiated assessment, analyze the perceived benefits, evaluate its effectiveness in improving student learning outcomes, developing individual potential, and integrating diverse learning styles and interests into the assessment process. Differentiated assessment can create a more varied and adaptive learning environment by allowing the customization of assessment strategies based on individual student needs. This research, which uses a case study methodology with observational and interview data, aims to provide first-hand insights into the effectiveness of differentiated assessment in supporting student engagement, conceptual understanding, and motivation in the context of the Independent Curriculum.

TEACHERS’ PERCEPTIONS ON THE UTILIZATION OF NURSERY RHYMES TO IMPROVE YOUNG CHILDREN’S ENGLISH VOCABULARY

Nur Azizah — 2025-09-09

This study aims to explore teachers’ perceptions on the use of nursery rhymes in teaching English vocabulary to young learners. A qualitative approach was applied through classroom observation and teacher questionnaires in a kindergarten in Bogor. The results reveal that teachers have positive perceptions of using nursery rhymes as a learning tool. They find nursery rhymes effective in enhancing vocabulary mastery, creating a joyful classroom atmosphere, and increasing student engagement. The repetitive and rhythmic nature of songs helps students remember new words more easily. Nursery rhymes thus serve as an enjoyable and effective alternative method for young learners in English language instruction.

CHALLENGES AND OPPORTUNITIES OF PROJECT-BASED LEARNING IN ESP AT VOCATIONAL SCHOOLS: A LITERATURE REVIEW

Kayla Agiesta Nur Alifia — 2025-09-09

English for Specific Purposes (ESP) in Vocational High Schools has become a strategic necessity in preparing students to face the global workforce. One learning approach that is considered relevant is Project-Based Learning (PjBL), as it encourages contextual learning and the development of 21st-century skills. However, the implementation of PjBL in the context of ESP still faces various challenges, such as limited teacher training, a lack of project-based teaching materials, and minimal institutional support. This study aims to examine the challenges and opportunities of implementing PjBL in ESP learning in vocational high schools through a literature review method and a thematic analysis approach to various scientific articles, journals, and previous research results, focusing on the context of ESP learning and the implementation of PjBL in vocational education. The results of the study identify four main themes: challenges of implementation, the role of teachers, student development opportunities, and the relevance of PjBL in ESP teaching. PjBL also offers various opportunities such as increased learning motivation, strengthening professional communication competence, and direct links to the needs of the world of work.

IMPROVING SPEAKING SKILLS AMONG SENIOR HIGH SCHOOL STUDENTS USING VIDEO-BASED PROJECTS

Fajar Abdillah Ramadhan — 2025-09-09

This study aims to explore how the use of video projects can enhance students’ speaking confidence and pronunciation in English language learning. Speaking is a fundamental skill in English as a Foreign Language (EFL) classrooms, yet many students in Indonesia face challenges such as anxiety, lack of self-confidence, and incorrect pronunciation when engaging in oral communication. To address these issues, the implementation of video projects is proposed as an innovative and effective alternative to traditional speaking activities. This research employs a qualitative approach. Data were collected through observation, interviews, and documentation of students’ video project submissions. The findings reveal that video project assignments encourage students to actively use English in spoken form, build their confidence in expressing themselves, and help them identify and improve their pronunciation errors through self-reflection and feedback. Moreover, the process of planning, scripting, and recording the videos allows students to engage creatively and collaboratively beyond the constraints of formal classroom settings. In conclusion, the use of video projects in English speaking lessons demonstrates a positive impact on students’ speaking confidence and pronunciation skills. These results suggest that video-based learning activities can serve as an effective pedagogical strategy for enhancing oral communication in EFL contexts.

REFLECTIVE TEACHING AND CLASSROOM MANAGEMENT: LESSONS FROM PRE-SERVICE TEACHERS' JOURNALS

Ayu Azizah Miftahul Jannah — 2025-09-09

The purpose of this study is to examine the reflective practices pre-service teachers engage in when addressing classroom management issues during the teaching practice program. Classroom management is one of the main challenges teachers face, especially in creating a conducive and responsible learning environment for students. In this context, reflection becomes an important tool that helps teachers understand the classroom situation more deeply and evaluate the teaching strategies used. This study uses a narrative inquiry approach by analyzing the reflective journals of several probationary teachers to identify their learning styles, strategies and ways of responding to diverse classroom dynamics. Through reflection, teachers learn to be more sensitive to students' needs and the learning situation at hand. The research findings show that reflection encourages teachers to understand students' characteristics, adjust their teaching approaches and develop more flexible, adaptive and contextualized classroom management.

CHALLENGES IN APPLYING WINDOW-SHOPPING TEACHING APPROACH IN WRITING CLASSROOM: TEACHER’S POINT OF VIEW

Enni Erawati Saragih — 2025-09-09

This study is aimed to identify the challenges that teacher faced when implementing Window Shopping teaching method in writing classrooms. While innovative and designed to foster student creativity, its application often presents specific challenges. Utilizing a descriptive research design with classroom observation as the primary instrument, this study gathered data on the challenges teacher encountered. The observations revealed three key challenges: 1) teacher preparation regarding instructional materials and media; 2) classroom dynamics and student engagement; and 3) time management during class activities. These findings suggest that while 'Window Shopping' is an attractive and innovative teaching approach, its success is significantly influenced by thorough preparation, effective management of classroom dynamics, and efficient time utilization. This research offers valuable insights for educators considering similar methods, helping them to maximize student learning outcomes.

INVESTIGATING GRAMMARLY AS A TOOL FOR ACADEMIC WRITING

Audy Febrina Pulungan — 2025-09-09

This research investigated Grammarly as a writing assistant tool and how its affordances scaffold the academic writing process. Using a qualitative approach, data were collected through documentation studies, questionnaires, and student interviews. The findings revealed three main affordances in Grammarly: (1) Review Suggestion (Correctness, Clarity, Engagement, Delivery, Style Guide); (2) Write with Generate AI (Ideas of School, Rewrite, Evaluate, Ideate); and (3) Plagiarism and AI Text Check. Students primarily use these affordances to scaffold their academic writing: Correctness to fix grammatical errors, Clarity to paraphrase sentences, Rewrite to improve sentences, and Check for AI Text and Plagiarism to ensure academic integrity. These affordances are utilized during pre-writing, while-writing, and post-writing stages, depending on specific needs and tasks. The research concludes that Grammarly is an effective scaffolding tool for academic writing, particularly in second language contexts. However, students approach these affordances critically rather than passively, indicating development of metalinguistic awareness and critical thinking. This study contributes to understanding how AI-based writing assistants can supplement, not replace, the development of students' independent writing abilities.

PERUBAHAN BAHASA GENERASI MUDA SELAMA PANDEMI ISTILAH-ISTILAH BARU DAN PENGARUHNYA

Ahmad Akmal Ihsannur — 2025-09-09

With the Covid-19 pandemic in early 2020, there has been a significant impact on social and cultural aspects. Restrictions on activities have certainly posed obstacles for the community, especially for the youth. As a result of these restrictions, young people have faced challenges in communication and interaction, forcing them to adapt to new ways of connecting. These changes have led to the emergence of new terms that reflect these new realities. Consequently, a question arises: how do these terms affect the language and communication of the younger generation? This research aims to answer this question by conducting an in-depth analysis of the new terms that emerged during the pandemic and examining their influence on the language of the younger generation.

TEACHING ENGLISH FOR IMPROVING STUDENTS’ VOCABULARY THROUGH ENGLISH SONG IN THAILAND: A CURRICULUM FOR PRIMARY SCHOOL STUDENTS

Wawat Srinawati — 2025-09-09

The article deals with improving students’ vocabulary through English song at primary school in Thailand. The research aims to improve the sixth-grade students of SD Lukmalnul Hakeem in mastering vocabulary through English song. The research was conducted by Classroom Action Research (CAR). Techniques used to collect the data are planning, implementing, observing and reflecting. The researcher selected 30 students of sixth grade Lukmanul Hakeem. The instrument used in the research was the song lyrics. Songs can be trusted to help remember vocabulary and used the songs are interested in learning English. Memorizing song can be used to improve English vocabulary so that the purpose of learning English as a communication tool can be achieved optimally. It can be seen from the result of the research showed that there was improvement from Cycle I to Cycle II in the students’ participation in introduction, discussion and practice. In the students’ achievement Cycle I was 67,43, the average score of the Cycle II was 85. It can be concluded that songs have a significant impact on improving students’ vocabulary.

ISLAMIC STUDENTS AND THEIR LANGUAGE LEARNING STRATEGIES IN THE EFL CONTEXT

Rizky Octapiani — 2025-09-09

This study aims to explore English language learning strategies used by junior high school Muslim students in Islamic boarding schools (pesantren). A qualitative approach with a case study method was used. Data were collected through semi-structured interviews, observations, and documentation. The findings indicate that students use various strategies such as vocabulary repetition, digital media, group learning, and the integration of Islamic values in their learning processes, including discipline, patience, and sincerity. The supportive pesantren environment and the active role of teachers significantly contribute to the students’ learning motivation. The study concludes that the strategies employed by students are influenced not only by academic factors but also by the religious values deeply rooted in pesantren life. The implication of this research highlights the importance of developing foreign language learning approaches that are both contextually and religiously appropriate in Islamic educational settings.

THE FOUNDATION THEORY OF VOCABULARY SKILLS

Raka Samdya Adaby — 2025-09-09

All four language skills—speaking, listening, reading, and writing—are influenced by vocabulary, which is a fundamental component of language ability. Teachers and researchers can provide more effective language training by having a better understanding of the theoretical foundations of vocabulary skills. The input hypothesis, schema theory, depth vs. breadth of vocabulary knowledge, and the lexical method are some of the important theories in vocabulary acquisition that are examined in this work. It also discusses the ramifications for future research and classroom instruction.

EXPLORING DIGITAL GAME-BASED ENGLISH TEACHING FOR YOUNG LEARNERS: A CASE STUDY IN INDONESIAN PRIMAY SCHOOL

Niken Putri Nur Alfath — 2025-09-09

The 21st century is marked by rapid technological advancements that significantly influence various fields, including education. In the context of English language teaching, technology especially digital games has emerged as an effective tool to enhance young learners' engagement and learning outcomes. This study aims to explore how English teachers at the primary level in Indonesia implement digital game-based teaching and what roles they play in this process. Using a qualitative case study approach, data were collected through interviews with two primary school teachers in Bogor. The findings reveal that in digital game-based teaching environments, teachers take on multiple roles: as mentors, motivators, facilitators, inspirers, and evaluators. Despite differences in their implementation methods, both teachers demonstrated a deep understanding of digital game-based strategies and adapted effectively to the needs of their students. The study concludes that digital game-based teaching can be a valuable pedagogical approach to

TEACHERS’ PERCEPTIONS OF DUOLINGO AS A TOOL FOR TEACHING ENGLISH VOCABULARY TO JUNIOR HIGH SCHOOL STUDENTS

Nursalma Eka Febriandini — 2025-09-09

This study explores junior high school teachers' perceptions of using Duolingo in English vocabulary instruction. Employing a qualitative approach, data were collected through interviews and focus group discussions with three English teachers. The findings indicate that Duolingo offers significant benefits, including flexibility, student engagement through gamification, and ease of access. However, limitations such as reliance on internet connectivity, minimal speaking practice, and lack of interaction with native speakers were also noted. Overall, teachers perceive Duolingo as a valuable supplementary tool that can enhance vocabulary learning when integrated thoughtfully into classroom instruction.