PROJECT (Professional Journal of English Education)
PROJECT, Professional Journal of English education is published bimonthly by IKIP SILIWANGI Indonesia, this journal represents the field of English Education including but not limited to language teaching and learning. Focus PROJECT (Professional Journal of English Education) is a media for diseminating the result of research about language and education in English Education. Scope PROJECT (Professional Journal of English Education) publishes the research article in language, and education in English Education. Since December 13, 2019, the journal has been ACCREDITED by the Ministry of Research, Technology and Higher Education, the Republic of Indonesia. To improve the quality of articles in the Project journal, then starting at volume 3 issue 1 (January, 2020), templates for Project journal articles are adjusted so that until now using a new template.
Deixis Analysis in The Legend of Tangkuban Perahu Story
This research would like to implement deixis. Deixis is the study of deictic or indexical statements in language dialogues, prologues, and monologues like you, now, today. This research aims to identify the types of deixis used in the legend of Tangkuban Perahu Story and realize the dominant types of deixis contained in the story of Tangkuban Perahu. The writer focuses on three types of deixis: Personal Deixis, Spatial Deixis, and Temporal Deixis based on Cruse’s theory. This research used qualitative research. The steps to analyze data are finding the story from the internet, reading the story, determining the data based on the three kinds of deixis above, then calculating the appearance of each type of deixis used in the short story of the Tangkuban Perahu, and describing and explaining. The result of this research finding reveals kinds of deixis in the legend of Tangkuban Perahu story: personal deixis, spatial deixis, and temporal deixis. Based on the discussion, the most frequent came was personal deixis, with 96 or 91% deictic words, the second is Temporal deixis with eight or 7% deictic words, and Spatial deixis with two or 2 % deictic words.
Copyright (c) 2026 PROJECT (Professional Journal of English Education) http://creativecommons.org/licenses/by-sa/4.0
Exploring Students' Difficulties in Learning English
An international language is a language that is used in any international communication that involves individuals from two or more different nations. The most extensively used language in a variety of global situations is English. English is thus a global language as well as an international language. Therefore, speaking English is not limited to interactions with native English speakers. This study aims to find out the difficulties experienced by high school students in learning English which are based on internal and external factors. The method used in this research is qualitative data. There were thirty students who were selected as respondents of this study. The instruments used were open ended questionnaires and interviews. In this study, it was found that interest and motivation are the keys to the internal problems faced by students in learning english, which then the teacher is an external factor which also the main influences the learning process.
The Implementation of Digital Storytelling through Video as Medium for Students` Speaking Skills
This research aims to learn and used digital storytelling through video media for students` speaking skills in a learning process. Through the use of technology, digital storytelling has helped students become more engaged in their education, build social communities, and improve their ability to collaborate with others. The research used video as a digital medium for storytelling. In this research, the researchers used quantitative data there is work conducted three times to find out the improvement and the result of the sample. The researcher used a speaking test as an instrument which included in pre-test and post-test. Oral testing was used to gather the data. The participants were chosen from the 38-student 9G sample class at the junior high school in grade 9, where some students struggle with speaking while others have good pronunciation and delivery. The data were processed and analyzed based on observation and interview. This study's findings revealed that students' speaking abilities had improved and developed, as seen by the result. there was an increase from 45% to 77% after treatment. This increase shows how learning activities utilizing digital storytelling can enhance students' achievement in meeting minimum standards; 70% of all students could accomplish this.
Students' Perspectives on the Use of Tiktok as a Medium to Increase Motivation and English Speaking Skills
This study explores students' perspectives on using TikTok as a medium to improve motivation and English-speaking skills in the context of informal learning. Drawing on Krashen's Second Language Acquisition Theory, Media Wealth Theory, and Keller's ARCS Motivation Model, this study examines how educational content from influencers contributes to the learning process in the digital age. This study uses a descriptive qualitative approach through in-depth interviews with students who actively use TikTok to learn English. Data was analyzed using an interactive model that included data reduction, data presentation, and a conclusion drawn. The findings show that students independently choose educational content that increases their learning autonomy and intrinsic motivation. TikTok's multimodal and short-form characteristics have proven effective in improving vocabulary mastery, pronunciation accuracy, and speaking confidence through daily conversation simulations. Additionally, a relaxed digital environment helps lower psychological barriers, such as anxiety when speaking. However, there are challenges, including a lack of real, practical opportunities in a formal classroom environment. Overall, students rate TikTok as a very promising add-on tool for supporting English-speaking proficiency outside the traditional classroom.
Syafryadin Syafryadin (Scopus ID 57212212579, WoS ID: ABI-8120-2020)
Copyright (c) 2026 http://creativecommons.org/licenses/by-sa/4.0
Exploring Translanguaging Practices in a Secondary EFL Classroom
This research investigates how translanguaging is practiced in a secondary EFL classroom and how it affects students’ comprehension and participation. A qualitative method was used, involving classroom observations and interviews with one English teacher and students. The findings show that translanguaging was used intentionally through code-switching, translation, and interpreting to explain materials, clarify instructions, and manage classroom interaction. Students also used Indonesian during group discussions and switched to English when presenting their work. The results further reveal that translanguaging improved students’ comprehension by making input more understandable and reducing confusion. It also increased participation and confidence, especially among lower-proficiency students, as they felt more comfortable expressing ideas using both languages. Therefore, translanguaging serves as an effective pedagogical strategy in EFL classrooms when applied purposefully. Future research is suggested to explore its long-term impact on language proficiency.
The Implementation of Teachers' Indirect Feedback on Students' Writing Performance in Descriptive Text
This study aims to describe the implementation of teachers’ indirect feedback on students’ descriptive writing skills and to examine how this feedback contributes to improving their grammatical accuracy. The research was conducted at one of the state junior high schools in Karawang Regency, Indonesia, involving seventh-grade students as participants. A qualitative approach with a case study design was employed to allow an in-depth exploration of the feedback process within a real classroom context. Data were collected through classroom observations, interviews, and analysis of students’ writing drafts before and after the application of indirect feedback. The findings revealed that the use of indirect feedback effectively helped students identify and correct grammatical errors, particularly in areas such as subject-verb agreement, verb tense, and word choice. As a result, students demonstrated noticeable improvement in their overall writing quality and grammatical accuracy. Moreover, the students expressed positive attitudes toward this feedback technique, stating that it motivated them to revise their work and encouraged greater independence in learning. The novelty of this study lies in its focus on implementing indirect feedback in junior high school settings, especially in teaching descriptive texts, which remains an underexplored area in Indonesian EFL contexts.
Enhancing Students’ Listening Comprehension through Interactive Multimedia Learning Using Mobile-Based Language Applications
This study aims to examine the enhancement of students’ listening comprehension through the integration of interactive multimedia learning in English as a Foreign Language (EFL) classrooms. A descriptive qualitative approach was employed, involving 25 secondary school students as participants. Data were collected through observations, interviews, and field notes during the learning activities. The findings reveal that the use of interactive multimedia tools, such as audio-visual materials, animations, and application-based listening tasks, significantly improved student engagement, contextual understanding, and overall listening comprehension. Students demonstrated increased accuracy in identifying main ideas, essential vocabulary, and implicit messages within spoken texts. The learning process also became more dynamic and enjoyable, which contributed to higher learning motivation. Therefore, interactive multimedia learning can be considered an effective instructional strategy for improving students’ listening comprehension in EFL contexts.
The Role of Local Languages in Indonesian EFL Classrooms: A Systematic Literature Review
In Indonesia, English is taught as a foreign language from elementary to university levels. The country has over 700 local languages, which bring both opportunities and challenges for teaching English. Local languages are often used to help students understand difficult concepts or materials. The local language does not seem to be considered to have a role in translanguaging to support the development of the second or foreign language learning. This study employed a systematic literature review method, analyzing sixteen research articles published between 2020 and 2025 that explore how local languages are used alongside Indonesian and English by teachers and students, as well as to identify the benefits and challenges. The results show that local languages are mostly used informally by teachers, for example, to let students plan ideas in their mother tongue, switch languages, give instructions, or explain difficult points. These practices help students participate more easily, understand lessons better, gain confidence, preserve their culture, and improve their language learning. Although there are some benefits, teachers still face problems like unclear policies, lack of materials, and limited preparation. Schools need clear rules, trained teachers, and good materials to use local languages well. Careful planning is also important for balancing the learning of English and culture.
Voicing Confidence: A Narrative Inquiry into Indonesian EFL Students' Experiences with the SpeechAce Pronunciation Tool
This qualitative investigation examined pronunciation learning experiences among four male Indonesian EFL students who obtained high scores exceeding 7.0 using SpeechAce technology within a Pronunciation Practice 2 course at Institut Pendidikan Indonesia Garut. Employing narrative inquiry methodology and Labov's analytical framework, researchers systematically analyzed self-reflection documents to understand participants' developmental journeys. Results demonstrated that learners progressed through transformative phases: encountering initial pronunciation challenges, implementing personalized learning strategies, experiencing emotional validation through high performance scores, and ultimately developing enhanced speaking confidence. A significant "validation effect" emerged whereby objective machine-generated assessments functioned as psychological catalysts reconciling subjective self-perceptions with measurable performance outcomes. Participants exhibited sophisticated metacognitive abilities by utilizing detailed phoneme-level feedback and integrating multiple learning resources beyond the technological platform. Findings revealed that pronunciation improvement occurred within an "ecology of achievement" where technology dynamically interacted with instructor guidance, pedagogical frameworks, and learners' autonomous agency. This narrative study contributes qualitative insights to Computer-Assisted Pronunciation Training research by illuminating meaning-making processes through which Indonesian EFL learners cultivated pronunciation accuracy and speaking self-assurance.
Enhancing Vocabulary Mastery Through Bamboozle Games: A Study on Second-Year Students of SMP Negeri 1 Bandar Seikijang
This research investigated the effectiveness of Bamboozle games, an online game-based learning platform, in improving students’ vocabulary mastery. This research employed a pre-experimental design utilizing a one group pre-test post-test. The respondents of this research were eighth-grade students at SMP Negeri 1 Bandar Seikijang, with 29 students selected through cluster random sampling. The instrument consisted of a 30 item multiple choice vocabulary test. The data were analyzed using SPSS 30 including normality testing, paired sample t-test, N-Gain score, and effect size. The result found there is an increase in scores from the pre-test to the post-test. The mean score was 62.86 in the pre-test and 77.83 in the post-test with N-Gain score in the medium category (0.44). The effect size Cohen’s d demonstrated a strong practical effect. In conclusion, Bamboozle effectively enhances vocabulary mastery and can be applied as a supportive digital tool in English language teaching.
A Semantic Analysis of Polysemy in Conan Gray’s “Wishbone” Album Lyrics
This study aims to analyze the use of polysemy in the lyrics of Conan Gray’s Wishbone album using a semantic approach. The research focuses on identifying polysemous words, classifying their types based on Asher’s (2011) theory of logical and accidental polysemy, and explaining how contextual meanings shape their interpretation. A qualitative descriptive method was applied, and the data were collected through document analysis of the official lyrics from twelve songs in the album. The findings reveal a total of 66 polysemous words, consisting of 45 logical polysemy cases (68.2%) and 21 accidental polysemy cases (31.8%). The dominance of logical polysemy indicates that Conan Gray predominantly uses systematic meaning extension, whereas accidental polysemy contributes symbolic and emotional complexity. The analysis demonstrates that polysemy plays an essential role in expressing themes of love, heartbreak, identity, and emotional vulnerability in the album. This research provides a linguistic contribution to the study of semantics in contemporary song lyrics and offers pedagogical value in helping EFL/ESL learners understand lexical ambiguity and meaning construction in authentic texts.
EFL Students’ Perceptions of Quillbot as a Paraphrasing Tool to Prevent Plagiarism in Academic Writing
Students required to produce plagiarism-free work when writing for academic purposes; therefore this study aims to explore students’ perceptions of QuillBot as a paraphrasing tool to prevent plagiarism and the challenges they face when utilizing it in academic writing. Thirty seventh-semester English Language Education Study Program students from Universitas Negeri Semarang participated in this qualitative study. Data were collected through questionnaires distributed to all participants and interviews with six participants who were purposefully chosen based on their questionnaire responses. The findings reveal that students have a positive perception toward using QuillBot in academic writing. QuillBot is considered capable of reducing text similarity to the original source, speeding up the paraphrasing process, increasing productivity, simplifying complex sentences, and boosting student’s confidence in producing plagiarism-free work. This study also identified several challenges that students encountered when using QuillBot, including limitations with free accounts and paraphrased results that were sometimes out of context. This study implies that integrating guided instruction on the effective use of QuillBot can help students develop academic writing skills; however, further research is needed to gain a better understanding of the impact of using the QuillBot paraphrasing tool on student academic writing development.
Student Learning Independence in Digital Era through the Rumah Belajar Application at the Junior High School Level
The Rumah Belajar application can be accessed through smartphones, allowing these devices to be used not only for phone calls, messaging, watching videos, accessing social media, or playing games, but also for learning purposes. In the teaching and learning process, teachers are expected to use learning media rather than relying only on textbooks, markers, and whiteboards. This study aims to examine the effect of using the Rumah Belajar application as a learning medium on students’ learning independence in English subjects. This study employed a quantitative research design. The participants were 46 eighth-grade students from two classes at an Islamic Integrated Junior High School in Jambi City. Data were collected through observation and questionnaires. The data were analyzed using descriptive quantitative analysis. The results show that learning activities using the application were carried out through three stages: preparation, implementation, and closing. The statistical results indicate a significant effect of the application-based learning media on students’ learning independence in English, as the calculated t-value was higher than the critical value and the significance level was below 0.05. This finding indicates that the Rumah Belajar application has a positive influence on students’ learning independence.
Female Representation in The Seventh-Grade English for Nusantara Textbook: A Critical Discourse Analysis
Textbooks function as both language resources and cultural, ideological instruments that influence students' comprehension of gender identity. This study examines the representation of female characters in the English for Nusantara Grade VII textbook by Ika Lestari Damayanti et al. (2022) and how these depictions reflect underlying gender ideology. Textual and visual extracts were analyzed using Critical Discourse Analysis (Fairclough) combined with multimodal analysis (Kress & van Leeuwen) through three analytical phases: description, interpretation, and explanation. Research indicates that female characters are often portrayed in nurturing, supportive, and passive roles, encompassing caregiving, assistance, and generosity. Male figures, by comparison, seem more central and proactive in verbal and action-oriented episodes. Despite several visual depictions showcasing ladies as imaginative and self-assured, these empowering representations are statistically less prevalent. The textbook embodies commendable moral standards yet perpetuates nuanced gender inequality in role allocation. A more equitable representation is essential to foster healthy identity development for both male and female learners.
Digital Literacy in EFL Academic Writing: Students’ Perceptions and Practices
Digital literacy has become an essential competence for English as a Foreign Language (EFL) students, particularly in academic writing activities that increasingly rely on digital tools and online resources. This study aims to explore English Department students’ perceptions of digital literacy in academic writing at Universitas Qomaruddin. A mixed-methods approach with an explanatory sequential design was employed. Quantitative data were collected through a questionnaire consisting of 42 items distributed across seven digital literacy indicators. Semi-structured interviews were conducted to support and deepen the questionnaire findings as qualitative data. The participants were 47 English Language Education students aged between 19 and 25 years, drawn from three academic intakes (2022, 2023, and 2024). They were selected using purposive sampling, as they had either completed or were currently enrolled in the Academic Writing course. The results indicate that students generally perceive digital literacy as beneficial for supporting academic writing, particularly in idea development, information evaluation, collaboration, and communication with peers and instructors. Although students demonstrated awareness of ethical writing practices, limited practical use of plagiarism-detection tools, and uneven confidence in advanced digital tools were evident.
Technology and Media Integration in English Language Teaching within the TEIL Framework
This study examines the use of technology and digital media in English language learning within the Teaching English as an International Language (TEIL) framework, focusing on understanding students' experiences and perceptions. A qualitative research approach was employed involving 15 first-semester students from the English Education program at Universitas Muhammadiyah Tangerang. Data were collected through semi-structured interviews then analyzed using thematic analysis to identify recurring patterns and themes. Results revealed that students actively utilize various digital platforms including video streaming services (YouTube, Netflix), social media (Twitter/X, TikTok, Instagram), learning applications (Duolingo, Google Translate), online games, and music streaming platforms for authentic language exposure. Students perceived significant pedagogical benefits including increased motivation, improved language skills particularly in listening and vocabulary, better material comprehension through multimodal content, exposure to diverse English varieties and accents, and valuable opportunities for real international communication practice. However, notable challenges emerged including digital distraction, unreliable internet connectivity, and comprehension difficulties with fast-paced authentic content, highlighting the need for systematic instructional support to maximize technology's potential in TEIL contexts.
English Communication Skills in Tourism Improved with the Cooperative Project-Based STEAM Learning Model
English communication skills are a crucial competency for tourism students in response to the growing demands of the global tourism industry. Nevertheless, many students continue to experience challenges in using English effectively for professional purposes. This research aims to examine the enhancement of tourism students’ English communication skills through the application of a Cooperative Project-Based STEAM learning model. A quasi-experimental research design was employed, involving tourism students as participants. Data were gathered through English communication skill assessments, observation checklists, and questionnaires. The instructional activities were carried out through cooperative group projects that integrated Science, Technology, Engineering, Arts, and Mathematics (STEAM) elements into authentic tourism-related tasks. The findings reveal that students’ English communication skills especially in terms of speaking fluency, vocabulary mastery, self-confidence, and collaborative abilities showed significant improvement following the implementation of the learning model. In addition, students demonstrated positive attitudes toward cooperative and project-based learning. Therefore, it can be concluded that the Cooperative Project-Based STEAM learning model effectively enhances English communication skills in tourism education and may serve as an alternative approach in English language instruction.
The Role of Maxim and Implicature in “Jurassic World” Movie: Pragmatic Approach
This study analyzes conversational implicature and the flouting of Gricean maxims in the movie “Jurassic World” using a qualitative descriptive method. The data consist of selected utterances spoken by the main characters, such as Owen Grady, Claire Dearing, and other supporting characters, which were transcribed and analyzed based on Grice's (1975) cooperative principle, including the maxims of quantity, quality, relation, and manner. The findings show that the characters frequently flout these maxims to express hidden meanings, especially in moments of conflict, persuasion, and moral tension arising from human control and manipulation of nature. Such flouting is not a communication failure, but rather a pragmatic strategy to assert dominance, conceal fear, or negotiate power. The study concludes that conversational implicature and maxim flouting in “Jurassic World” reflect realistic and strategic human communication under pressure and uncertainty. This research also highlights the relevance of pragmatic theory in analyzing film dialogues as a medium of complex social and emotional expression.
Unpacking Functions and Meanings of Prefixes Inter- and Intra- to Enhance Learners’ Morphological Awareness
Morphological awareness is crucial in EFL vocabulary acquisition, particularly in understanding complex word formations. This research analyzes the morphological behavior of prefixes inter- and intra- to determine how their meanings and grammatical roles shift across different word classes. Employing a qualitative descriptive approach, the researchers collected 345 lexical entries (183 for inter- and 162 for intra-) from the Oxford English Dictionary. The analysis focused on word class changes and semantic formations. The results show distinct characteristics: inter- exhibits broader morphological flexibility, forming verbs, nouns, and adjectives that describe reciprocal relationships, spatial distance, and social relations. Conversely, intra- demonstrates structural consistency, predominantly forming technical adjectives referring to internal locations within scientific contexts. These findings highlight the significant role of prefixes in vocabulary enrichment and the necessity of understanding word class nuances. Practically, this study suggests that teaching strategies should differentiate between the communicative nature of inter- and the technical specificity of intra-. This research contributes a morphology-based framework for teaching English vocabulary in EFL contexts.
Politeness Strategies in The Interview Between Taylor Swift and Jimmy Fallon
This research employs a descriptive qualitative design to analyze the politeness strategies used in the interview between Taylor Swift and Jimmy Fallon on The Tonight Show. The study aims to explore how these strategies help maintain rapport and manage social dynamics between the speakers. Data was collected from the interview transcript, focusing on four politeness strategies outlined by Brown and Levinson (1987): bald on record, positive politeness, negative politeness, and off-record strategies. The data collection process involved transcribing the interview, identifying politeness strategies, and categorizing the utterances accordingly. For data analysis, the pragmatic identity method and the equalizing technique were applied, allowing the researcher to examine how the speakers manage social identity and maintain balance in the interaction. The findings revealed the frequency of each strategy: positive politeness was used 16 times, off-record strategies appeared 7 times, negative politeness was observed 6 times, and bald on record was used 3 times. These results show that positive politeness was the most frequent strategy, underscoring its importance in fostering solidarity and rapport in media conversations.
Banjar Lexicons in The Baayun Anak Tradition: Cultural Meanings and Pedagogical Relevance
This study explores the lexicons used in the Baayun tradition of the Banjar community in Banua Halat Village, Tapin Regency, South Kalimantan, and examines their cultural meanings using Ferdinand de Saussure’s semiotic perspective. The study specifically focuses on Banjar lexical items found in Baayun Anak practices, which are preserved in household settings, while Baayun Maulid, performed in religious contexts, employs Arabic religious recitations and does not involve Banjar oral utterances. Using a qualitative descriptive approach, data were collected through observation, in-depth interviews with cultural figures and mothers who have performed the Baayun tradition, and document analysis. The findings reveal that the Banjar lexicons reflect parental hopes, values, and everyday experiences embedded in the tradition. In addition, the study identifies lexicons related to ritual equipment as cultural elements that provide contextual understanding of the Baayun tradition. This research also demonstrates the pedagogical relevance of the findings by illustrating how the Baayun tradition can be utilized as authentic-based material in English Language Teaching, particularly in the form of vocabulary enrichment and procedural texts to support students’ reading and writing skills. The study highlights the importance of integrating local cultural practices into language learning to promote culture-based language teaching.
An Analysis of Role-play Simulated Content Creation and Its Impact on EFL Students Speaking Skills
This study aims to clarify how simulation and role-play can improve the speaking skills of English as a Foreign Language (EFL) learners, examining their effectiveness in increasing fluency, comprehension, and interaction, while also building students' confidence and motivation to use English. Within this framework, Task-Based Language Teaching (TBLT) plays a crucial role in the research, emphasizing the significance of using meaningful tasks as the core component of the language learning process. A key development in this study is the combination of content creation with social media to support language learning. In today's digital era, the ability to create content has become a vital skill, and its integration into EFL teaching can greatly enhance student involvement. The research employs a thematic analysis approach, examining the learning experiences of students and providing detailed insights for future research efforts. The main research question focuses on how this teaching method can improve students' abilities. The findings provide valuable information for teachers about integrating modern technology into language teaching. Ultimately, this study seeks to understand how students interact with social media and content creation, while offering insights into the potential of these contemporary tools in creating an engaging and dynamic atmosphere for language learning.
Fillers in EFL Students’ Spoken Analytical Exposition at SMA Negeri 3 Semarang
Speaking fluency is one of challenges for EFL students, particularly in spontaneous spoken. To address these challenges, students often employ fillers as communicative strategies. This research aims to explore the types and functions of fillers applied by EFL students in short spoken analytical exposition at SMA Negeri 3 Semarang. This research applied a qualitative approach with limited frequency counts. The data consists of 30 video recordings of speaking performances produced by 60 eleventh-grade students and were transcribed verbatim. The fillers’ types were classified according to Rose (1998), while their functions were analyzed using Stenstrom’s (1994) framework. The findings revealed a total of 91 fillers, with unlexicalized fillers being the most dominant. This dominance indicates students’ preference for immediate and low-effort strategies when facing linguistic constraints during spontaneous speech. Furthermore, the fillers served five communicative functions: hesitation devices, time-creating devices, empathizing devices, mitigating devices, and editing terms. These results confirm that fillers functioned as strategic resources in spoken language rather than as indicators of low proficiency. Fillers play a significant role in supporting EFL students’ fluency, discourse management, and interactional competence. Therefore, this study suggests that fillers should be pedagogically recognized and integrated into speaking instruction to enhance students’ communicative strategies.
Publication Trends in English – Indonesian Translation and Vice Versa Between 2020-2024: A Systemic Literature Review of Scientific Journal
This study aims to investigate the publication trends in English-Indonesian translation and vice versa from 2020 to 2024, focusing on the distribution of research over time, the development of translation studies, and the theories used. This study, guided by theoretical perspectives from the Chesterman framework of translation studies, categorizes scholarly works into four key areas: Text Analysis and Translation, Multimedia Translation, Translation and Technology, and Translation Quality. Using a Systematic Literature Review, 55 articles published between 2020 and 2024 were analyzed to identify thematic patterns and yearly distribution. The results reveal a steady decline in publication numbers, from 16 articles in 2020 to 7 in 2024, indicating a potential decrease in research activity or a shift to alternative publication platforms. Translation studies analysis shows a strong dominance of Text Analysis and Translation (70.9%), while Multimedia Translation and Translation and Technology each account for 10.9%, and Translation Quality contributes 7.3%. These findings suggest a need for a broader exploration of emerging fields, such as audiovisual translation, machine translation, and translation pedagogy, as well as the incorporation of contemporary theoretical frameworks. The study recommends that researchers diversify their focus and that academic institutions revise curricula, encourage interdisciplinary collaboration, and strengthen research and publication support systems.
“Kahoot!” Gamification, Innovation and Digital Literacy as Teaching Media in Improving EFL Students’ Vocabulary
This study conducted to find out the effectiveness of using Kahoot as a teaching and learning media in improving students' English vocabulary. This study used quantitative approach, pre-test and post-test conducted to determine whether the students differed before and after the implementation of kahoot as learning media. The research subjects consisted of students who participated in English learning using Kahoot as an interactive quiz medium. vocabulary test conducted to collect the data before and after implementation. The results of the research indicated that there is a significant improvement of students' vocabulary mastery after using kahoot as learning media. This is due to the interactive, competitive, and fun nature of Kahoot, which is able to increase student motivation and creativity in the teaching and learning activity. In addition, the use of game-based technology helps students remember new vocabulary more effectively through repetition and direct feedback. Thus, Kahoot can be an alternative, innovative and effective learning medium in improving students' English vocabulary skills. This research is expected to gain more development and contribution of more interesting and technology-based English learning methods.
The Development of Modified Snake and Ladder Game to Teach English Vocabulary for Seven Grade Students
This study aimed to develop a revised version of the Snake and Ladder game as an educational tool to facilitate the acquisition of English vocabulary among seventh-grade students at MTs Hidayatullah Blitar by employing a Research and Development (R&D) methodology within the framework of ADDIE. The initial outcomes revealed that vocabulary instruction was predominantly teacher-centric and predominantly reliant on textbooks, culminating in diminished motivation and restricted vocabulary proficiency. To mitigate this predicament, an interactive and non-digital game-based medium was conceived and developed. The validation outcomes demonstrated that the instrument attained 90% validity (very valid), whereas both material and media validations reached 95% (very valid), indicating that the content, design, and technical components were suitable and well-structured. Moreover, student feedback revealed a percentage of 91.8%, classified as highly feasible, signifying that the game was captivating, enjoyable, and beneficial for vocabulary acquisition. Consequently, the revised Snake and Ladder game is regarded as a valid and feasible educational medium that augments students’ motivation and active engagement in the learning of English vocabulary.
The Schoolscape of SMAN 1 Semarang: Patterns of Language Use and Global Identity
This study investigates the schoolscape of SMAN 1 Semarang to understand its language patterns and underlying representations. Using a descriptive qualitative approach, data were collected through 151 photographic records of linguistic signs and an interview with the school's quality assurance officer. The findings reveal a predominantly bilingual environment, dominated by Indonesian-English signs (72 signs), followed by monolingual Indonesian (67 signs), while standalone English signs are extremely rare. The analysis indicates this landscape is primarily driven by top-down institutional policies (122 signs) rather than bottom-up initiatives from students and school organizations. Triangulated with the interview, the study concludes that English serves a symbolic, rather than purely pedagogical, function. It visually manifests the school’s global orientation, aligning with its international exchange program. Ultimately, the consistent pairing of English with Indonesian demonstrates a strategic institutional negotiation to project global prestige while complying with national language regulations and preserving local identity.
Exploring The Use of The Make a Match Technique in Teaching Reading Comprehension in Senior High Schools
Reading comprehension is a fundamental component of English as a Foreign Language (EFL) instruction at the senior high school level. However, reading lessons in many classrooms remain predominantly teacher-centered, providing limited opportunities for collaborative meaning construction. This study aims to explore the implementation of the Make a Match technique in teaching reading comprehension and to examine students’ responses during the learning process. The study employed a qualitative case study design conducted in an eleventh-grade class at MA Darul Lughah Wal Karomah. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data analysis followed the interactive model proposed by Matthew B. Miles and A. Michael Huberman, including data condensation, data display, and conclusion drawing/verification. The findings show that the implementation of the Make a Match technique occurred through several stages: lesson introduction, preparation of card-matching activities, cooperative interaction during the matching process, and confirmation or reflection. Students’ responses were observed in three forms of engagement: behavioral engagement, cognitive engagement, and affective involvement. The findings indicate that the technique organizes classroom interaction through structured cooperative activities that encourage students to engage with reading texts collaboratively. This study contributes a process-oriented understanding of how cooperative learning structures shape interaction and student engagement in EFL reading classrooms.
Contextual ESP Learning Through Digital Comics in Occupational Safety and Health Education
English for Specific Purposes (ESP) plays a crucial role in preparing Occupational Safety and Health (OSH) students to communicate effectively in professional and industrial contexts. However, ESP instruction in higher education often remains text-based and lacks contextual relevance, resulting in low student engagement and limited comprehension of technical language. This study explores the use of digital comics as a contextual learning medium for ESP instruction in the Occupational Safety and Health (OSH) program. Employing a mixed-method research design, this study involved 40 first-year OSH students at Universitas Muhammadiyah Lamongan. Data were collected through classroom observations, student reflections, semi-structured interviews, and documentation of learning outcomes. The findings indicate that digital comics enhance students’ comprehension of technical vocabulary, improve engagement, and facilitate contextual understanding of workplace communication, such as safety procedures, hazard reporting, and emergency response. Students perceived the digital comics as engaging, relevant, and helpful in bridging theoretical knowledge with real-world occupational scenarios. This study concludes that digital comics are an effective pedagogical medium for contextual ESP learning and recommends their integration into vocational and health-related language instruction.