Edu-Ling: Journal of English Education and Linguistics
Journal of Edu-Ling (Journal of English Education and Linguistics) is a scientific article in English Education Department in Faculty of Teacher Training and Education Prof. Dr. Hazairin, SH Bengkulu. It presents articles on English language teaching and learning, Linguistics and Literature. The contents include analysis, studies, application of theories, research reports, materials developments and reviews. This scientific article is published twice a year, with its published period in the months of July and December. Edu-Ling Journal is under licensed of Lembaga Ilmu Pengetahuan Indonesia (LIPI) by SK. No.0005.26147343/Jl.3.1/SK.ISSN/2018.02 with P-ISSN Number 2614-7343 and No.0005.26215128/Jl.3.1/SK.ISSN/2018.06 with E-2621-5128 for online version.
English Education Study Program Faculty of Teacher Training and Education
Developing a Digital Bilingual Storybook for Teaching English with The Insertion of Spirituality Value in Fifth Grade Students
This study aimed to develop a digital bilingual storybook integrating spirituality values for Grade 5 elementary school students and evaluate its quality as an instructional medium for English language learning. This study employed a Design and Development (D&D) model adapted from Huhta et al. (2013), consisting of two stages: design and development. The design stage involved conducting a needs analysis through document analysis and interviews, whereas the development stage included designing the storyline, writing the story script, developing the prototype, and conducting expert validation. The digital bilingual storybook developed in this study is titled Jojo and His Amazing Body. Spirituality values were integrated through the storyline, dialogues, illustrations, and pre-reading, while-reading, and post-reading activities. The product was evaluated by two experts in English pedagogy. The quantitative evaluation results showed that the two experts assigned scores of 149 and 148 out of 150, respectively, and both scores fell into the “Excellent” category. Furthermore, the qualitative feedback indicated that the developed storybook was relevant, engaging, visually appealing, linguistically appropriate for the students’ characteristics, and supportive of English language learning and the reinforcement of spirituality values. Therefore, the developed digital bilingual storybook was considered highly appropriate as an instructional medium for Grade 5 elementary school students while simultaneously promoting spirituality values.
Digital bilingual storybook, English language learning, spirituality values, Grade 5 students, instructional media
Hak Cipta (c) 2026 Edu-Ling: Journal of English Education and Linguistics
Peer Tutoring as a Collaborative Strategy to Strengthen EFL Secondary Students’ Reading Comprehension
This study investigated the effectiveness of peer tutoring as a collaborative instructional approach to improve reading comprehension among EFL secondary school students. A pre-experimental design was employed over six sessions, consisting of four treatment meetings. The participants were thirty-six eleventh-grade students from a secondary school in Lubuklinggau who were enrolled in a reading comprehension course. Data were obtained through a reading comprehension test administered twice, namely as a pre-test prior to the intervention and a post-test following the treatments. The findings demonstrated an increase in the students’ mean score from 65.00 in the pre-test to 75.00 in the post-test. Moreover, the paired-samples t-test revealed a calculated t-value of 8.196, which exceeded the critical t-table value of 1.684. These results confirmed the acceptance of the alternative hypothesis (Ha). Thereby indicating that Peer Tutoring exerted a significant and positive effect on the reading comprehension achievement of EFL secondary students.
peer tutoring, collaborative strategy, reading comprehension
Hak Cipta (c) 2025 Edu-Ling: Journal of English Education and Linguistics
Students’ Perceptions of The Bumper Stickers Strategy in Enhancing Reading Comprehension
Reading comprehension is essential in English learning, yet many junior high school students struggle to understand descriptive texts because of limited vocabulary, difficulty identifying key ideas, and low engagement. This study investigated students’ perceptions of the Bumper Stickers Strategy as a visual–textual technique to support comprehension. Using a descriptive quantitative survey, data were collected from 40 seventh-grade students of SMP Negeri 1 Kayuagung using an 18-item Likert-scale questionnaire covering perceived effectiveness, engagement, motivation, clarity, and ease of use. Instrument validity was confirmed using Pearson product-moment correlation, and reliability was high (α = 0.84). Descriptive statistical analysis showed a positive overall perception with a mean score of 3.78, indicating that the strategy was effective, clear, easy to use, and helpful in organizing information visually, although engagement and motivation received slightly lower ratings. The findings suggest that the Bumper Stickers Strategy is a beneficial instructional tool for enhancing reading comprehension, supporting cognitive processing, and promoting creative learning, with the potential for broader application in various educational contexts.
bumper stickers strategy; reading comprehension; students’ perceptions; descriptive text.
The Implementation of Using Webtoon Media to Improve Eleventh-Grader Students’ Vocabulary Achievement
The research aimed to explore the application of Webtoon media in increasing the vocabulary achievement of grade 11 students at SMAN 1 Karangbinangun. This was because learning had been perceived as boring, which made it difficult for students to memorize vocabulary. The lack of technology integration in learning contributed to this issue. The research employed the classroom action research method. It was carried out in two cycles. Data collected through observation sheets, tests, and questionnaires indicated significant enhancement in students' vocabulary achievement. The research results showed that in cycle 1 and cycle 2, students achieved a score of >75, with 0% of students in the pre-test, 25% in post-test 1, and 84% in post-test 2. Furthermore, the results of observations and questionnaires revealed that the use of Webtoon media had helped improve students' vocabulary mastery. The study concluded that Webtoon media, combined with contextualized vocabulary activities, effectively enhanced students’ engagement, creativity, and knowledge. It not only motivated students but also supported the integration of technology and materials in English language teaching.
Design and Development of Project-Based English Learning Modules for Senior High School 1 Hiliduho
This research aimed to design and develop project-based English learning modules (PBL) for SMA Negeri 1 Hiliduho. The study used the Research and Development (R&D) method, based on a simplified Borg and Gall model consisting of four stages: data collection, module design, development and validation, and limited implementation. Data were gathered through interviews, observations, and questionnaires, and analyzed using pre- and post-tests, as well as teacher and student feedback. The findings showed that the modules effectively enhanced students' English proficiency, particularly in speaking and writing skills, with an average score increase of 20%. Additionally, 85% of students and 90% of teachers provided positive feedback on the modules. This study contributed to the implementation of project-based learning in English as a Foreign Language (EFL) contexts, particularly in rural Indonesian high schools.
The Role of Audio Visual Media in Supporting English Pronounciation: A Qualitative Study
This study explores students' experiences and perceptions of using audio-visual media in supporting their pronounciation skills. A qualitative descriptive design is used to captures detailed and nuanced insights into participants’ experiences. Ten undergraduate students majoring in English Education were purposefully selected as participants to provide in-depth perspectives. Data were gathered through semi-structured interviews, which encouraged open discussions while addressing themes closely aligned with the research objectives. This study reveals that students commonly use YouTube videos, language learning apps like Duolingo, and movies or TV shows as audio visual media to practice pronunciation. They also employ techniques such as mimicking native speakers, shadowing, and recording and playback to refine their speech. As a result, students report noticeable improvements in articulation, clarity, intonation, and fluency. The combination of exposure to authentic speech patterns, feedback, and consistent practice enables students to enhance their pronunciation, gain confidence in speaking, and communicate more naturally. These findings underscore the value of integrating audio-visual media into pronunciation practice for English learners.
Audio Visual, Media, English Pronounciation
Analysis of the Implementation of Merdeka Curriculum for English subjects at the Islamic Junior High School of Pancasila Bengkulu
This study analyzes the implementation of the Merdeka (Independent) Curriculum for English subjects at the Islamic Junior High School (MTs) of Pancasila, Bengkulu, with a focus on assessing its effectiveness and identifying the challenges faced by educators and students. The Merdeka Curriculum, introduced to foster student-centered learning, critical thinking, and creativity, requires significant adaptation in schools with limited resources, diverse student backgrounds, and minimal teacher training. This research employs a mixed-methods approach, including surveys, interviews, and classroom observations, to examine the curriculum’s impact on teaching practices, student engagement, and language proficiency outcomes. The findings reveal that while the Merdeka Curriculum holds potential for enhancing English learning, its implementation faces significant obstacles. Teachers report challenges in aligning instructional methods with the curriculum's objectives due to a lack of professional development and teaching resources. Additionally, students' varied English proficiency levels further complicate curriculum application, necessitating frequent adjustments to lesson plans and assessment techniques. This study concludes that successful implementation of the Merdeka Curriculum in English subjects requires increased training, clear guidelines, and better resource allocation to ensure that its goals are achieved effectively. The results contribute to ongoing discussions on curriculum reform in Indonesia, emphasizing the need for tailored support in resource-constrained educational settings.
Merdeka Curriculum Implementation, English Language Education
Hak Cipta (c) 2024 Edu-Ling: Journal of English Education and Linguistics
Overcoming Speaking Skill Challenges in Vocational Students: A Practical and Interactive Approach
This research examines the challenges vocational students encounter in developing English speaking skills, focusing on psychological factors like anxiety and low self-esteem, as well as linguistic limitations such as inadequate vocabulary and grammar. Conducted as a qualitative descriptive study with 16 vocational high school students in Batam, the research employed observations, interviews, and self-assessment tools to explore student’s experiences and preferred teaching methods. Thematic analysis identified recurring issues, including anxiety and strong preference for interactive, peer-based learning environments. Findings suggest that practical, learner-centered approaches, such as problem-based learning, group discussions, and digital tools like video-based exercises effectively enhance speaking performance by reducing anxiety and improving fluency. These methods create supportive environments that boost confidence and motivation, which are essential for skill development in vocational contexts. The researcher highlights the need for innovative, engaging teaching strategies to address psychological and linguistic barries in English speaking. Future research should investigate the long-term impact of these approaches across various vocational settings and explore how digital resources might further reduce psychological barriers in language learning.
Vocational Students, Speaking Skills, Psychological Barriers, Interactive Learning, Digital Tools.
Islamic English Instruction for Elementary School Students
This study examines the integration of Islamic values into English instruction for elementary school students in Indonesia, addressing the dual need for linguistic proficiency and moral education. Using qualitative methods, data were collected through classroom observations, teacher interviews, and material reviews. The findings show that embedding Islamic content, such as Quranic verses and moral stories, enhances student engagement, retention, and critical thinking while aligning language learning with students’ cultural and religious identities. Despite its benefits, this approach faces challenges, including limited instructional materials, teacher training gaps, and time constraints. Teachers often modified secular curricula to include Islamic themes, which, though effective, required significant effort and adaptation. The study underscores the importance of developing culturally responsive teaching materials and providing professional development for educators to support this approach. It highlights the potential of Islamic English instruction to merge linguistic and moral education, offering valuable insights into faith-based pedagogy. These findings contribute to the broader discourse on culturally responsive education and provide recommendations for policymakers, curriculum developers, and educators in Muslim-majority contexts.
An Investigation of Engineering Technology Students’awareness and Basic Understanding of Industrial Revolution 4.0 (IR4.0)
The Industrial Revolution 4.0 (IR4.0) is a novel transformative concept that entails a lot of changes to the way the community function. It has brought about significant changes in various workplace and industries, This study aims to assess the level of awareness on IR4.0 and the understanding of the technology pillars among 1st year engineering technology students of a private university via survey method and interview session. The findings show that the students have a fair knowledge of IR4.0 concept acquired from a number of sources and they are in the midst of learning more on this, via integration of the information into the curriculum, campus environment and activities with lecturers and fellow students. The students are positively impacted by the presence of IR4.0 within their study context and environment. This study will provide valuable insights into the current knowledge and perception of IR4.0 among university students, by highlighting areas for improvement in educational curriculum and industry readiness. As future leaders and new members of society it is crucial for them to have a deep understanding and awareness of its impact in life.
An Analysis of Sub-District Education Officers’ Practices in Supervising Curriculum Implementation at Primary Schools in Bangladesh
This study examines the practices of Education Officers (EOs) in overseeing curriculum implementation and teaching activities of primary school teachers in Bangladesh. The aim of the study is to identify the challenges faced by the EOs and how they mitigate them in the contexts of bridging the knowledge gap and their impact on educational quality. Data was elicited from a group of purposive samples in the form of experienced EOs from the district. The study managed to explore how EOs assist teachers in implementing academic curriculum, policies and enhance teaching and learning outcomes through interviews and field observations. The findings showed that the UEOs faced a multitude of challenges which stem from a number of internal and external sources. They had to rely on a number of strategies to mitigate the challenges to ensure that they could undertake their routine tasks well and achieve the objectives of their jobs. Using effective communication, empathy by putting themselves in the teachers’ shoes, walk the talk by showing rather than just telling and using available ICT and social media educational tools are among the strategies utilized by the EOs. These useful insights will provide policymakers with valuable insights into strategies to increase EOs' effectiveness and strengthen Bangladesh's educational system. In conclusion the EOs, the higher authorities, and the whole education fraternity in the country must put concerted efforts towards education albeit all the resources and logistical shortcomings that hamper teachers and schools.
Curriculum, Education Officers, Practices, Quality Improvement
Preliminary Insights Into Project-Based Learning (PBL) Implementation to Enhance Learning at Elementary Schools in Pakistan
Project-based learning (PBL) is an educational approach centered on students, with a focus on cultivating critical thinking, problem-solving skills, and collaborative abilities. Extensive evidence exists showcasing its effectiveness in nurturing 21st-century skills such as communication, creativity, and critical thinking. However, the successful integration of PBL into elementary school lessons faces challenges, with a number of determinants affecting its outcomes. This study aims to investigate teachers’practices in implementing PBL at elementary schools and the impact on student learning engagement and performance. Employing a qualitative approach, the study incorporates interviews with purposive samples who are experienced elementary school educators and this was complemented by classroom observations in PBL settings. The findings reveal that the teachers reported observable learning engagement improvements among their chargers and expressed a sense of gratification from their PBL lessons as they experience new and positive pedagogic challenges during the whole process. Findings from this research could serve as a useful guideline for elementary level PBL implementation. Furthermore, the results of this study provide deeper comprehension of the factors influencing teachers’ buy-in of PBL use in the and their implications for the nationwide adoption.
problem-based learning, elementary school, teachers’practices
Technology Integration in EFL Language Teaching: The Benefits and Challenges
The integration of technology in the classrooms has advantages and disadvantages. This study aims at investigating the advantages and difficulties that teachers encounter when utilizing technology in teaching and learning activities. The study employed a descriptive qualitative design. The study highlights key benefits such as increased motivation, personalized learning, access to authentic materials, enhanced collaboration, improved feedback, flexibility, accessibility, and digital literacy growth. However, it also points out challenges like unequal digital skills, limited access to technology, language barriers, over-reliance on digital tools, technical issues, distractions, high costs, privacy concerns, cultural differences, and struggles with self-discipline and motivation. To ensure effective and equitable technology integration in EFL teaching, the findings stress the need for comprehensive strategies that maximize benefits while addressing challenges. Technology offers significant advantages, but it requires careful management to overcome its limitations. Schools should invest in resources and support systems, and teachers need proper training. Future research should explore best practices and develop targeted solutions to address these challenges and optimize technology use in EFL education.
Educational Technology, EFL language teaching, Technology integration
Students' Perceptions of The Digital Media Used By English Lecturers on Teaching English
The rapid integration of digital media in education has transformed teaching and learning processes, particularly in English language instruction. This reserach investigates students’ perceptions of the digital media utilized by English lecturers in teaching English, focusing on its effectiveness, accessibility, and impact on learning outcomes. Employing qualitative descriptive methodology data were collected through questionnaires and interviews. The results show that Spada Unihaz is the most frequently used media for learning English, with 80% usage. Students also use other platforms like Zoom, WhatsApp Group, and Google Classroom. Most students (95%) believe digital media helps improve their English skills, with 77.8% believing it improves speaking, 88.9% listening, 83.7% writing, and 82.2% reading skills. However, 85.4% of students face technical difficulties and lack of guidance. Despite these challenges, 95.3% of students prepared themselves before class and felt the facilities supported their learning process. However, challenges such as technical issues, inconsistent usage, and the digital divide were also highlighted. The reserach underscores the importance of selecting appropriate digital tools and offering adequate training to maximize their potential. These results have implications for English lecturers, suggesting the need for strategic integration of digital media in teaching practices to foster effective and inclusive language learning environments. The reserach concludes that while digital media is beneficial, it still presents challenges that need to be resolved for optimal effectiveness.
Online Learning, Digital Media, Perception
The Role of Islamic Values in Enhancing The Effectiveness of English Language Teaching
This study investigates the integration of Islamic values into English Language Teaching (ELT) in Indonesian Islamic secondary schools, focusing on its impact on students’ academic performance, character development, and intercultural competencies. In Muslim-majority settings, the introduction of English can raise concerns over potential conflicts between Western values and Islamic principles. To address these concerns, a culturally responsive approach, incorporating Islamic values such as adab (ethical conduct), ihsan (excellence), ikhlas (sincerity), and ta'awun (cooperation), can harmonize global education demands with local religious and cultural beliefs. A qualitative research design, utilizing semi-structured interviews, classroom observations, and document analysis, was employed to gather comprehensive data from English language teachers and classroom settings. The findings indicate that integrating Islamic values into ELT not only enhances students' language proficiency but also promotes moral development and intercultural understanding. By using Islamic texts such as Qur’anic verses and Hadith in lessons, teachers create a learning environment that is both academically enriching and spiritually grounding. This approach not only fosters a deeper understanding of the English language but also prepares students to engage with the globalized world while maintaining their cultural and religious identity. The study contributes to the development of a values-based pedagogy in ELT, which can offer a balanced approach to academic and moral education in Muslim-majority contexts.
Harmonizing the National Curriculum and Islamic Values: A Study on Curriculum Development in Islamic Junior High Schools
Curriculum development in Islamic education institutions at the junior high school level is a crucial process that ensures the alignment of educational practices with Islamic values and contemporary educational standards. This study examines the roles of teachers, challenges, and strategies in curriculum development as highlighted in various studies, including the integration of Islamic boarding school programs, principles of Islamic education curriculum design, and comparisons with international practices. The research also explores the management aspects and competitive strategies for enhancing the quality of Islamic education. The findings provide comprehensive insights into effective curriculum development for Islamic education in junior high schools, emphasizing adaptability, integration, and stakeholder collaboration.
The Effect of an Integrated Islamic Curriculum in English Classes
The impact of incorporating Islamic beliefs into English language training on students' language skills, character development, and cultural awareness is examined in this study. A comprehensive educational experience is produced by the curriculum's integration of ethical and culturally relevant material, such as Islamic history and moral quandaries, into English classes. This method fosters intercultural competency while improving vocabulary acquisition, critical thinking, and ethical reasoning, as evidenced by thematic analysis of case studies and existing literature. However, issues like inadequate teacher preparation and a lack of standardized resources underscore the necessity of institutional assistance. The study highlights the transformative potential of faith-based curricula in bringing language acquisition into line with cultural and moral goals, offering guidance to educators and policymakers on how to create inclusive and productive learning environments.
The National Curriculum Changes and Their Effects on English Language Teaching in Indonesia
The objectives of this research are to explore the evolution and implications of curriculum reforms in English Language Teaching (ELT) in Indonesia, focusing on the challenges and opportunities these reforms present for educators and learners. This research is a qualitative study that examines the historical development of ELT curricula, pedagogical shifts, teacher and student adaptations, contextual challenges, and future recommendations. The sample of this research includes education policymakers, ELT educators, and students across different regions of Indonesia. The data were gathered by using interviews, surveys, and document analysis, and were analysed by employing thematic analysis to identify key trends and insights. The findings showed that while recent curriculum reforms have made significant strides in introducing competency-based learning, critical thinking, and digital literacy, they have also highlighted systemic challenges such as resource inequalities, regional disparities, and varying levels of teacher readiness. In conclusion, the research suggests that future curriculum reforms should focus on addressing these challenges through equitable resource distribution, enhancing teacher professional development, and adapting the curriculum to better meet the socio-cultural and linguistic diversity of Indonesia.
Analysis of Pragmatic Elements in the Children’s book The Very Hungry Caterpillar
This study conducts a review to analyze the pragmatic elements in Eric Carle’s The Very Hungry Caterpillar, focusing on how these elements contribute to the book's effectiveness as a tool for engaging young readers and enhancing language learning. The study addresses two main questions: (1) how pragmatic features such as speech acts, implicature, deixis, and conversational maxims are used in the book to convey meaning and facilitate interaction, and (2) the implications of these pragmatic elements for teaching English to children. This qualitative study employs content analysis to examine the book's text and illustrations through a pragmatic lens. The review identifies that The Very Hungry Caterpillar employs declarative and imperative speech acts to invite reader participation and enhance engagement. Implicature is used to convey implicit meanings related to the caterpillar’s growth and transformation, supported by contextual cues and illustrations. The study highlights that these pragmatic elements can influence educational strategies. Interactive reading sessions, activities focusing on deictic expressions, and exercises that encourage inference and adherence to conversational maxims are recommended as practical applications. These methods support early literacy development and promote meaningful language use, providing effective tools for educators to enhance language acquisition and communication skills in young learners. By integrating findings from existing research on pragmatics and children's literature, this study offers new insights into the role of pragmatic elements in early childhood education. The practical applications derived from the book’s use of language features underscore its value as an educational tool, contributing to improved teaching practices and language learning outcomes for young children.
An Analysis of Speech Acts Performed in Doobydobap Youtube Channel
Studying the linguistic strategies used by YouTubers is particularly valuable as it can indicate their strategies to engage with their audience and give insight into the mechanisms behind their success in attracting their audience. This study is conducted to analyze (1) the types of speech acts and (2) the audience responses reflect their engagement with the speech acts performed in Doobydobap YouTube channel using the theory of speech act proposed by Weigand (2017). The data of this study consist of two videos derived from the Doobydobap YouTube channel. The method used in this study is descriptive qualitative method. The results of this study reveals that there are all four types of speech acts identified from the data. There are 84,85% of the representatives speech acts, 10,61% of the directives speech acts, 2,65% of the declaratives speech acts, and 1,89% of the exploratives speech acts. The result of analysis also reveals that representatives type of speech act is the dominant speech act performed in Doobydobap YouTube channel. The effective use of all four types of the speech acts has played an important role in the success of the Doobydobap YouTube channel.
The Implementation of Writing Strategies for Enhancing Students’ Writing Competence
Writing strategies are pivotal in enhancing students' writing competence, necessitating a comprehensive and cohesive approach to implement them in diverse instructional contexts. This study examines an all-encompassing framework integrating different writing strategies to improve students’ writing competence, potentially enhancing students' writing skills significantly. It also suggests culturally responsive pedagogical practices that address diverse students’ needs. By thoroughly investigating 16 of 250 previously published articles, the effectiveness of metacognitive strategy-based training can be identified while exploring technological integration, culturally responsive teaching, and self-assessment methodologies. The key findings indicate that metacognitive strategies positively impact students’ writing performance, and they also shed light on the impact of cultural context on writing strategies and their implementations in culturally responsive instructional strategies. Furthermore, self-assessment promotes increased autonomy and self-confidence in identifying students' writing abilities. The study's findings suggest that a comprehensive and cohesive approach, incorporating several methodologies, can more effectively meet students' varying needs and foster enduring enhancements in writing competence. From this perspective, a novel approach is proposed to improve writing instruction in various contexts by addressing limitations in preceding study findings and reexamining them in future studies.
Writing strategies, writing competence, metacognitive strategies, culturally responsive education
The Rhetorical Structure of Abstracts Written by International Authors in Reputable International Journals in Applied Linguistics
In research articles, abstract was defined as a mini-article because it consists of summary of the study. Abstract was a very important part because abstract used to encouraged the readers to saw the other sections of the article. It was because in general the abstract was the first part that readers would read. This present study conducted to investigate the rhetorical structure used in abstract of research articles in applied linguistics written by international authors and published in reputable international journals. This study used content analysis method with the abstract framework that purposed by Swales and Feak (2009). The data were collected from 20 research articles from reputable international journals in applied linguistics. The findings showed that from five moves, there were two moves which were Move 3 (Methods) and Move 4 (Results/findings) are categorized as obligatory. Meanwhile for other moves, which are Move 1 (Introduction), Move 2 (Purpose/aim), and Move 5 (Conclusion/suggestion) are categorized as conventional. This reasearch provided the knowledge about the rhetorical structured of the abstract in research articles written by international authors and published in reputable international journals to increase the national author’s awareness of the importanced of the five moves that purposed by Swales and Feak (2009) in conducting the abstract.
Improving English Descriptive Writing Skill Through Brainstorming Technique
Generally, the purpose of this research was to improve the writing learning process, namely how to implement English descriptive writing teaching using brainstorming techniques in the English Language Education Study Program, Prof. University. Dr. Hazairin S.H involving lecturers and students. Furthermore, the specific technique of this research aims to describe the use of brainstorming in writing descriptive English teaching and to found out the results of descriptive writing produced by students after using this brainstorming technique. This research was mixed research (mixed methods) with an Action Research design, where qualitative data mining will first be carried out to explore in depth how Brainstorming techniques can be applied in improving students' descriptive writing skills. Then proceed with quantitative data collection. The research results showed that there was an increase in students' English descriptive writing skills. This can be seen from the increase in scores from the pre test, Post test cycle I, and post test cycle II. The students' average score increased from 68.54 in the first cycle post test to 73.00 in the second cycle post test. From these results it can be concluded that the brainstorming technique is effective in improving students' English descriptive writing skills.
Developing Interactive Learning Media Based on Lectora Inspire in Descriptive Text Material for Students in Class VIII SMP Negeri 3 Gunungsitoli Utara
This research aims to: (1) develop interactive learning media based on Lectora Inspire for descriptive text material for Class VIII-B students of SMP Negeri 3 Gunungsitoli Utara; (2) determine the feasibility, practicality, and effectiveness of Lectora Inspire-based interactive learning media through validation by material experts, media experts, and learning practitioners; (3) determine the feasibility, practicality, and effectiveness based on student assessments. The research follows the ADDIE development model, which includes Analysis, Design, Development, Implementation, and Evaluation stages. The media was evaluated by one Material expert (Lecture of English Education Study Program, Universitas Nias), one Media expert (Teacher at SMP Negeri 3 Gunungsitoli Utara), and one Practitioner (English teacher at SMP Negeri 3 Gunungsitoli Utara). Implementation was carried out in two phases: small group trials (9 students) and field research (30 students). The findings revealed that: (1) the media was developed following the five ADDIE stages; (2) the media received strongly feasibility ratings with average scores of 4.68 from Material experts, 4.56 from Media experts, and 4.60 from Practitioners; (3) student assessments in small group and field trials also indicated strongly feasibility, with average scores of 4.41 and 4.40, respectively.
Interactive Learning Media, Lectora Inspire, ADDIE
English Teachers' Personality Competence in Utilizing ICT Technological Industry 4.0 at PKBM KREASI in Gunungsitoli Barat
Personality competence is one of the teacher competencies that is very important in the success of the teaching and learning process. The purpose of this study is to determine the personality competence of teachers in utilizing industry 4.0 technology in the learning process. The method used in this research was qualitative analysis. The instruments used are observations, interview and questionnaire. After analyzing the teacher's personality competence through observation and interview, the researcher found that the four English teachers had personality competence indicators, namely, presenting themselves as a person who has a good personality stable, mature, wise, and authoritative, showing work ethic, high responsibility, a sense of pride in being a teacher, and self-confidence and upholding the ethical code of the teaching profession. Both English teachers who have been observed use technology when teaching in the classroom. Although English teachers have obstacles in using technology, they are able to deal with them. Key Words: Qualitative Analysis, English Teachers, Personality Competence
The Effectiveness of Using Running Dictation Technique to Improve Students Writing Skill at SMAN 8 Lubuklinggau
This research was aimed to prove that it was significantly effective to teach writing skill by using running dictation technique of hortatory exposition text to the eleventh grade students of SMAN 8 Lubuklinggau. This research used a pre-experimental design with one group pre-test and post-test. The population of this research was the eleventh grade students of SMAN 8 Lubuklinggau that consisted of 123 students. The sampling technique used was cluster random sampling with the method of paper roll and the sample selected was XI IPA 2 class consisted 25 students. The data for this research was collected by using a written test. The result of this research could be proved by the significant difference between the mean score in the pre-test and post-test. The students mean score in the pre-test was 61.28 and in the post test was 75.44. The t-obtained was 12.367, it was higher than 1.71387 as the critical value in t-table. Finally, the researcher found that “The effectiveness of Using Running Dictation Technique to Improve Students Writing Skill at SMAN 8 Lubuklinggau” was effective. Therefore, it was clearly stated that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Keywords: Hortatory Exposition Text, Running Dictation, Writing Skill
Improving Students’ Speaking Ability Through Islamic Movies as a teaching Media
Speaking is a language skill that has to be mastered by students in learning a language because the objective of learning a language is communication. Islamic movies are a kind of media that the teacher can use to teach speaking. Islamic movie or Islamic animation movie is movie that has the content about the Islamic value and has the advantage to propagate Islamic information or spread da’wah to the students. Islamic movies contain speaking that relates to the illustrations, which can help students improve their speaking ability quickly. The descriptive-qualitative research approach was applied in this study. The participants of this study were 20 tenth grade students from Hidayatul Mubtadi’ien Islamic boarding school Bengkulu city in the academic year 2023-2024. To obtain data, the researcher employed a speaking test, observation, field notes, and interview. According to the results, there was a significant increase in students' ability in the form of an increase in English speaking and also in their motivation to improve the speaking contained in the Islamic movies. Additionally, the researcher saw several factors that influenced the improvement of students' speaking ability by using the media in the form of Islamic movies. The factors were that Islamic movies influenced the students' motivation and Islamic movies influenced the students’ activeness in the learning process. The researcher noticed that students became more enthusiastic and excited during the teaching and learning process by applying this medium. Therefore, the researcher suggests that Islamic movies can be used as supplement of teaching media, especially in order to improve speaking ability as well as students' interest in speaking.
Integrating Critical Thinking Skills in English Language Teaching Assessment: A Theoretical Framework
Integrating critical thinking skills into English Language Teaching (ELT) assessments is crucial for enhancing learners' language proficiency and cognitive abilities. This paper introduces a theoretical framework for embedding critical thinking into ELT assessments, utilizing key elements such as Bloom's Taxonomy, Paul and Elder's Critical Thinking Framework, constructivist theory, and task-based language teaching. The framework emphasizes creating assignments that address different cognitive levels, using detailed assessment criteria, and incorporating technology for interactive evaluations, which are all essential for integrating critical thinking into language assessments. Approaches include developing authentic assignments that mirror real-life contexts, providing ongoing professional development for teachers, and using formative assessments with regular feedback mechanisms to cultivate critical thinking in language evaluation. This method aims to improve English language competency by fostering deep understanding, effective communication, and problem-solving skills in students. The model seeks to establish a comprehensive and practical system for English language evaluation that aligns with current educational objectives by incorporating critical thinking to enhance language proficiency and cognitive abilities.
Critical thinking skills, ELT Assessment, Digital assessment, Language proficiency
Google Translate as a Learning Tool Assistance for Non-English Departments Students: Student Perspectives
The purpose of this study is to determine students' views of Google Translate in English learning. The key challenge of this study is how do students perceive Google Translate as a translation tool in the online English learning process? Ten undergraduate students from Non-English department students at Universitas Prof Dr Hazairin SH were selected as research participants. The instruments used were questionnaire and interview. The current research attempts to address the distinction by investigating the manner in which Google translates support for non-English department students in learning English from the perspective of the students. Even though there are numerous drawbacks to employing Google Translate, students continue to perceive it as having more benefits than drawbacks. In addition to numerous benefits, the findings also indicated that Google Translate still encounters difficulties, such as inaccurate translations of the learner's intended meaning. Another finding indicated that in order to get improved translation, it is necessary to utilize online machine translation, particularly when translating lengthy sentences. It may be inferred that the Google translation tool can be selected as the primary supplementary learning tool, especially for learning English.
Conversation Analysis: Turn-Taking Analysis on Najwa Shihab YouTube Channel in Collaboration With Prabowo Subianto
The purpose of the discussion is to interpret conversation analysis, principally in the video of turn turn-taking strategy of Najwa Shihab's YouTube channel entitled “Eksklusif: Prabowo Subianto Bicara”. The researcher used the Stenstrom framework theory to consider the turn-taking strategy in communication. There are three approaches to consider the data; Start with watching the video several times. Second, identify the relevant dialogues in the video that relate to illocutionary and perlocutionary theories. At last, categorizing the dialogue in the video based on the theory of directive illocutionary and perlocutionary acts. The outcome of this research appearance that turn-taking strategies occur in communication. There are qualified starting up, prompting, interrupting, repeating words, taking over, overlapping, appealing, silent pauses, and filled pauses. The filled pause strategy is the commonplace used in the turn-taking strategy. consequently, the research advises that understanding the conversation analysis is substantial to the earnestness of people's speech. ancillary, this research is able to be worn as a consideration for the pair theoretical and practical improvement. On paper, this research encouragement the approach of conversation analysis in the strategy of turn taking.
Podcast, turn-taking strategy, conversation analysis