Scope : Journal of English Language Teaching
Subjects Area : Education, Linguistics, Literature, Translation
PTSD in Marrowbone Movie Directed by Sergio G. Sanchez Through Psychoanalysis Perspective
The film Marrowbone (2017), directed by Sergio G. Sánchez, presents a profound psychological narrative centered on trauma and its aftermath. This study aims to analyze the symptoms and causes of Post-Traumatic Stress Disorder (PTSD) exhibited by the main character, Jack Marrowbone, through a psychoanalytic lens. Employing a qualitative descriptive method, the research examines key scenes and dialogues from the film. The analysis is guided by the diagnostic criteria of the DSM-5 American Psychiatric Association (2013) to identify PTSD symptoms and Rosenberg &Kosslyn (2010) theory to explore the causative psychological and social factors. Furthermore, Freud (1989) structural model of the psyche (id, ego, superego) is applied to interpret Jack's internal conflicts and defense mechanisms. The findings reveal that Jack exhibits the four core symptom clusters of PTSD: intrusion, avoidance, negative alterations in mood and cognition, and hyperarousal. These symptoms are determined to be a direct result of both pre-existing psychological vulnerabilities stemming from childhood abuse and severe social factors, including poverty, isolation, and overwhelming responsibility. The psychoanalytic perspective reveals how Jack's psyche fractures under the pressure of his superego's moral imperative, leading his ego to construct survivalist fictions and his id to seek immediate escape from pain, culminating in a dissociative response to unbearable trauma.
Copyright (c) 2026 Unpris Yastanti, Putri Zhafira Zahra (Author) https://creativecommons.org/licenses/by/4.0
English Proficiency and Mathematical Ability as Cognitive Predictors of Critical Thinking Skill in Industrial Engineering Education
The rapid development of Industry 5.0 has raised the demand for higher-order thinking skills, especially critical thinking skill, among engineering students. This study was meant to evaluate the influence of English proficiency and mathematical competence on critical thinking capacity among Industrial Engineering students. This research used a quantitative approach utilizing survey method and multiple linear regression analysis. The population was 689 students of the second semester of Industrial Engineering and the sample was 104 individuals chosen by random sampling techniques. The research instrument for critical thinking capability was initially comprised of 10 items and 8 items were deemed valid with average validity value of 0.646 and reliability coefficient of 0.842. The results of the study showed that English proficiency and mathematics ability had positive and significant effect to analytical thinking capacity partially and simultaneously. The regression coefficient of English proficiency is 0.452 and the coefficient of mathematical ability is 0.318. English proficiency contributed more. Moreover, the simultaneous analysis showed that the two independent factors simultaneously contributed 54% to students’ critical thinking skill. These results imply that linguistic competence and quantitative reasoning ability are significantly involved in the development of higher order thinking skills of Industrial Engineering students. English fluency and mathematical ability integration in engineering education is thus a key technique for preparing students to handle the complex problems of Industry 5.0.
Miftahul Farid Mochamad Ahyar Miftahul Farid Mochamad Ahyar
Ayi Ahmad Maulana Yusup Ayi Ahmad Maulana Yusup
Copyright (c) 2026 Fitri Senny Hapsari, Nurul Frijuniarsi, Miftahul Farid Mochamad Ahyar, Ayi Ahmad Maulana Yusup (Author) https://creativecommons.org/licenses/by/4.0
Understanding Novice Teachers’ Beliefs in Primary English Education
This study examined the beliefs of novice English teachers regarding English language teaching in primary schools in North Sumatra, Indonesia, with a focus on how those beliefs shape instructional practice and professional development. A qualitative research design was employed. Three novice primary school English teachers were selected through purposive sampling and data were gathered via semi-structured interviews over a two-week period. Data were analysed using a six-step thematic analysis procedure. Four themes emerged: (1) teachers hold strong beliefs that early English instruction is foundational for future language development. (2) intrinsic motivation rooted in personal language-learning histories shapes their commitment to teaching. (3) despite curriculum constraints, teachers adapt materials and employ interactive strategies such as games, songs, and real-life contextualisation, to address students’ vocabulary gaps. (4) teachers differentiate their approaches by grade level, drawing on scaffolding and repetition to support retention. The findings suggest that novice teachers’ beliefs directly inform their pedagogical decisions. Supporting these teachers through flexible curriculum policy and structured professional development programmes may enhance instructional quality in primary English education.
Copyright (c) 2026 Rahmasari, Utami Dewi, Ahmad Amin Dalimunthe (Author) https://creativecommons.org/licenses/by/4.0
Contemporary Methods of Indonesian Research in Improving Students Writing Skills Through Extensive Reading Method
Extensive Reading (ER) has been widely recognized as an effective approach for improving English as Foreign Language (EFL) students’ writing skills. However, variations in ER implementation and contextual factors have produced differing findings, particularly in Indonesian EFL settings. This study aims to examine contemporary Indonesian research on the use of ER in enhancing students’ writing skills and to identify the outcomes, differences, and challenges across studies. The study employed a Secondary Data Analysis design using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework to collect and analyze relevant studies. Five experimental studies conducted in Indonesian contexts were selected and compared based on ER implementation, writing assessment subscales, descriptive statistics, and effect sizes. The findings showed that ER generally contributed positively to students’ writing performance, with treatment groups outperforming control groups in most studies. The greatest improvements were found in content and language use, indicating that ER supports idea development and grammatical competence through continuous exposure to meaningful reading materials. Effect size analysis also revealed medium to large impacts in several studies, confirming the pedagogical effectiveness of ER in Indonesian EFL classrooms. Nevertheless, one study reported non-significant results due to limited reading resources, low reading engagement, and insufficient literacy environments. Overall, ER is a promising approach for improving writing proficiency among Indonesian EFL students, although successful implementation requires adequate resources, sustained reading habits, and supportive instructional practices.
Copyright (c) 2026 Muhammad Aldino Putra Difa, Nur Mukminatien, Francisca Maria Ivone (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Implementation of the Direct Method in Teaching Speaking Skills at a Junior High School in Batu Ampar
This study examines the implementation of the Direct Method in English language teaching at a junior high school in Batu Ampar District. The Direct Method emphasizes direct use of the target language, excluding translation, working to improve speaking skills and student confidence. The using a descriptive qualitative approach, the data were collected through semi-structured interviews with five. Students’ and one English teacher, and participatory classroom observation. After that, the data were analyzed by transcription, codification and reduction. These results show that the direct method is effective in improving vocabulary retention, pronunciation fluency and students’ confidence in speaking English. However, the challenges persist, including limited vocabulary mastery, reliance on mother tongue and insufficient pupil engagement. The teacher addressed these problems by integrating technology, multimedia and group discussion activities. This study recommends careful selection of situationally appropriate teaching techniques and spotlights the Direct Method as a viable approach for improving speaking skills in EFL junior high school contexts.
Copyright (c) 2026 Dewi Sarina Dewi, Ildi Kurniawan, Wiwik Yully Widyawati (Author) https://creativecommons.org/licenses/by/4.0
Editing Linguistic Aspects in Academic Writing: A Case Study of History of Literature Papers at UNINDRA
This study investigates linguistic aspects in student paper writing through systematic error analysis in the History of Literature course. The research employed a qualitative descriptive approach with document analysis as the primary data collection method. Student papers were systematically examined to identify and categorise linguistic errors across multiple dimensions of academic writing. The analysis revealed a total of 649 linguistic errors distributed across nine categories. Spelling errors dominated with 295 occurrences (45.45%), indicating significant challenges in orthographic accuracy. Word choice errors ranked second with 70 instances (10.79%), followed by grammar errors with 63 occurrences (9.71%) and punctuation errors with 61 instances (9.40%). Sentence structure problems appeared 57 times (8.78%), whilst terminology errors occurred 40 times (6.16%). Affixation errors were identified 29 times (4.47%), cohesion and coherence issues 28 times (4.31%), and politeness/register errors only 6 times (0.92%). The findings demonstrate that surface-level linguistic features, particularly spelling and lexical selection, present the greatest challenges for students writing academic papers in literary studies. The high frequency of spelling errors despite available technological support suggests insufficient proofreading strategies and limited awareness of common orthographic patterns. Word choice and grammar errors indicate ongoing development in academic vocabulary and syntactic control. The relatively low occurrence of cohesion and register errors suggests reasonable competence in discourse organisation and rhetorical awareness. These findings have important pedagogical implications, highlighting the need for explicit instruction in orthographic conventions, strategic vocabulary development, and systematic editing practices. The study contributes valuable insights for designing targeted interventions to support students' academic writing development in literature courses.
Copyright (c) 2026 Maguna Eliastuti, Andri Purwanto, M.Pd, Dr. Mildan Arsdan Fidinillah (Author); Retna Ningsih, M.Pd., Febrina Zahra Suri (Translator); Ninin Herlina, M.Pd. (Author) https://creativecommons.org/licenses/by/4.0
Representation of the Gapura Panca Waluya in the Textbook of the Gapura Basa Phase D Grade VII
This study aims to analyze the representation of the 5 values of the Gapura Panca Waluya in the Phase D Phase VII Gapura Basa. Textbooks have a strategic role as a learning medium as well as a means of internalizing character values that are in line with the goals of the Independent Curriculum. This study uses a descriptive qualitative approach with a content analysis method, focusing on the five dimensions of Gapura Panca Waluya (1) Cageur (2) Bageur (3) Bener (4) Pinter (5) Singer. This research is mainly sourced from the Gapura Basa Phase D Class VII textbook. Data were analyzed by categorization techniques and interpretation of meaning in texts, images, and learning activities. Based on the analysis in the book, the representation of the values ​​singer, bageur, and pinter has a very high intensity of appearance, while the values ​​cageur and bener have a lower intensity of appearance.This finding recommends the need to strengthen the integration of the values of Gapura Panca Waluya in the learning process in order to produce students who are qualified and have superior personalities. The representation reflects efforts to strengthen character and preserve local culture in accordance with the spirit of the Independent Curriculum. Thus, the Gapura Basa Phase D book not only functions as a learning medium for Sundanese language subjects, but also as a means of internalizing Sundanese cultural values based on the concept of Gapura Panca Waluya
Copyright (c) 2026 Dini Yulia Silvia Santi, Usep Kuswari (Author) https://creativecommons.org/licenses/by/4.0
The Use of Digital Storytelling in the Learning of English Vocabulary
This study investigated the effectiveness of digital storytelling (DST) in improving junior high school students' vocabulary mastery in an English as a Foreign Language (EFL) classroom. Facing challenges in vocabulary acquisition due to limited exposure and unengaging materials, this research addressed a gap in the application of DST for vocabulary mastery in Indonesian junior high schools. A mixed Methode explanatory sequential design was employed, utilizing a pretest-posttest control group approach. The study involved 54 eighth-grade students from Madrasah Ulumul Qur’an (MUQ) Pidie, divided into an experimental group (receiving DST-based instruction) and a control group (receiving conventional instruction), selected through intact group sampling. Data were collected using a validated and reliable multiple-choice vocabulary test and also interview. The findings indicated that both digital storytelling and conventional teaching methods were effective in improving students' vocabulary mastery, as evidenced by significant differences between pre-test and post-test scores within both groups. The control group showed a slightly higher average N-Gain score (0.55) compared to the experimental group (0.49), suggesting a marginally greater effectiveness of the conventional method in this specific context. However, the study concluded that there was no statistically significant difference in vocabulary improvement between students taught using digital storytelling and those taught using conventional methods. This non-significant statistical outcome might be attributed to the limited study duration (three weeks with five meetings) and the students' adaptation period to the digital media.
Copyright (c) 2025 Novita Diana, Liza Febriyani, Fauziah, Zaiturrahmi (Author) https://creativecommons.org/licenses/by/4.0
The Ideology in Broken-Heart Songs: A Functional Perspective
To the present time, it has been known that song lyrics bring certain values even ideologies. The ideology can be also found in song lyrics about broken heart. The ideology needs to be disclosed as a way to increase the level of critical literacy. The present study aims to reveal the hidden ideology behind song lyrics about broken heart by investigating how the word ‘love’ in relation to ‘kill’ is represented in song lyrics. As the data sources, one Korean pop song entitled “Let’s Kill this Love’ and one Indonesian pop song “Cinta ini Membunuhku” translated as “This Love Is Killing Me” were selected. They were selected purposively due to their similarity in topic. Then their clauses were analyzed using the Hallidayan transitivity system. The finding reveals that love in the first data tends to be represented as the goals with humans as the actors. In the second data, love is inclined to be represented as the actors with humans as the goal. The different findings reflect that a broken-heart lover in the Korean song is seen as the controller of his/her feeling. On the other hand, a broken-heart lover in the Indonesian song is viewed as a powerless and fragile person controlled by his/her feeling. Based on the former, a broken-heart lover is portrayed as a creature that has a freewill to choose whether to be happy or not. It is inferred that the perspective of “Let’s Kill this Love” song lyrics tends to give emphasis on the power of logic. In comparison, the song of “This Love Is Killing Me” tends to emphasize the trait of being emotionally dependent. As we are living in the advanced literate society, public awareness of song lyrics needs to be increased. In the context of language education, selected song lyrics can be used as the literary work to be assessed by students, as way of improving their critical literacy
Copyright (c) 2026 Marsandi Manar, Retno Wulan, Vindi Kaldina, Unpris Yastanti (Author) https://creativecommons.org/licenses/by/4.0
Analysis Of The Translation Strategies For Swear Words In The Subtle Art Of Not Giving A F*Ck Into Indonesian And Their Impact On The Quality Of Acceptability
Swear words or taboo language are linguistic expressions that reflect the emotions, attitudes, and social identity of the speaker. In translation, the differences in cultural norms between English and Indonesian make translating swear words a challenge in itself. This study aims to analyze the translation strategies used in translating swear words in the novel The Subtle Art of Not Giving a F*ck into the Indonesian version, Sebuah Seni untuk Bersikap Bodo Amat, as well as to evaluate their effect on the quality of translation acceptability. The findings show that the most frequently applied strategy was euphemism with 15 data points (37,5%), followed by modulation with 9 data points (22,5%), and adaptation with 6 data points (15%). Other strategies identified include paraphrasing with 4 data points (10%), literal translation with 3 data points (7,5%), equivalents with 2 data points (5%), and omission with 1 data (2,5%). The results indicate a strong tendency toward softening and cultural adaptation rather than literal translation. This demonstrates the translator’s awareness of cultural norms and the need to maintain politeness while preserving emotional nuance in the target language. This research uses a descriptive quantitative method by analyzing data in the form of swear words in the source text and their equivalents in the target text. The results of the analysis show that the most commonly used strategy is euphemism, followed by modulation, adaptation, and omission. The euphemism strategy is used to adjust the meaning to Indonesian politeness norms, while modulation and omission tend to reduce the expressive power of the source text. In conclusion, the success of translating swear words in this novel depends largely on the translator's cultural sensitivity and their ability to balance meaning faithfulness and social acceptability for readers.
Copyright (c) 2026 Zulfatun Ni'mah, Andri Purwanto (Author) https://creativecommons.org/licenses/by/4.0
Level Up Your Listening Skills: Senior High School Students’ Perceptions of Their Busuu Learning Experience
Effective teaching media play an important role in the success of teaching English as a foreign language. A web-based application like Busuu can serve as an engaging tool for teachers to enhance students' language learning experiences. By employing a qualitative descriptive method, this study aims to identify students' perceptions of the Busuu application in developing their English listening skills and to examine the benefits and challenges they encounter while using it. The study involved classroom instruction with the Busuu application, questionnaires distributed to 35 participants, and interviews with six randomly selected participants. Results show that students responded positively to Busuu, noting improvements in their English listening skills through interactive practice, exposure to English speakers (native and non-native), and a broad vocabulary range. They described Busuu as an effective, user-friendly, enjoyable, and engaging learning tool. However, students faced challenges including limitations on premium features, internet connectivity issues, audio quality of materials, and difficulties understanding various English accents. Schools and educators should provide alternative offline resources, ensure reliable infrastructure, and advocate for support to access premium features. Additionally, scaffolding strategies like pre-listening activities and accent training can help students overcome difficulties with unfamiliar accents and unclear audio. Overall, while Busuu offers significant advantages for language learning, its instructional use should be carefully planned to address both educational opportunities and access-related limitations. This study contributes to EFL research by offering insights into students' perceptions of the Busuu application for listening practice. It highlights the pedagogical benefits and practical challenges of its use and provides implications for integrating web-based language applications into classroom practice, particularly concerning accessibility and technological limitations.
Copyright (c) 2026 Shofiatus Zahro, Rusfandi Rusfandi, Andy Andy (Author) https://creativecommons.org/licenses/by/4.0
The Effectiveness of Task-Based Language Teaching on Improving Writing Skills of EFL students
This study examines the effectiveness of task-based language instruction (TBLT) in improving the writing skills of 7th-grade English as a Foreign Language students. Using a one-sample t-test, researchers analyzed the students' writing performance. Students' writing performance was analyzed before and after the implementation of TBLT, ensuring that the data met the assumptions of normality and homogeneity. A pre-test assessed students' ability to write a "school holiday" recitation text in 30 minutes. After learning the TBLT, a post-test under identical conditions allowed for a direct comparison. The results showed significant improvement, with mean scores increasing by 44.25 (pre-test) to 74.75 (post-test), demonstrating the effectiveness of TBLT. The approach provides an authentic learning context, encouraging meaningful language use. However, successful implementation requires enhanced pedagogical skills, particularly in pedagogical and technological knowledge (TPACK). Despite its contributions, this study acknowledges limitations such as non-representative samples and lack of longitudinal analysis, which affects generalizability. However, it reinforces the role of TBLT in teaching English as a foreign language and highlights the need for more innovative contextual teaching strategies.
Copyright (c) 2025 Intan Indrayanti, Ilham, Humaira, Irwandi https://creativecommons.org/licenses/by/4.0
Theology Students' Perceptions of The Impact of Metacognitive Strategy Teaching Materials on Their Critical Thinking Skills
Metacognitive strategies have been widely recognized to enhance active and reflective learning for students. However, there are still issues of debate regarding the practicality and effectiveness of these strategies across different disciplines. Some argue that these strategies may not be universally applicable, especially in the field of theology, where interpretive thinking dominates over structured problem solving. This study aims to determine theology students' perceptions of teaching materials for English Theology courses that integrate metacognitive strategies and explore their impact on the critical thinking skills of seminary theology students. Metacognitive strategies, which involve planning to self-evaluation in the learning process, are thought to improve students' critical thinking skills by helping them to be more aware and in control of their learning process. This study used mixed methods, which integrates qualitative and quantitative research approaches to collect data. The quantitative approach was conducted by distributing questionnaires to thirty-six students to find out their perceptions regarding the impact of metacognitive strategy teaching materials on critical thinking skills in the learning process. Then, a qualitative approach in the form of in-depth interviews was conducted with six representative students to find out their learning experiences and perceptions after being exposed to metacognitive strategies. With teaching materials that implement metacognitive strategies, teachers can improve students' critical thinking skills, prepare them to engage more deeply with current theological issues, and improve their overall academic and ministry.
Copyright (c) 2025 Sheline Feranda Lumintang, Concilianus Laos Mbato https://creativecommons.org/licenses/by/4.0
Pre-Service Teachers Strategies on Integrating ICT in EFL Classroom
Nowadays, Information and Communication Technology (ICT) has been emphasized in English as a Foreign Language (EFL) classroom. Despite the increasing emphasis on technology integration in language teaching, there remains a significant gap in understanding how pre-service teachers navigate this complex landscape. Using a qualitative research method, data for this study were collected through in-depth interviews with six pre-service English teachers enrolled in the Teacher Professional Education (Pendidikan Profesi Guru/PPG) Program in Indonesia. The findings revealed four major themes: teaching strategies (selection, development, and problem-solving), integration challenges (planning, technical, and student-related), affective challenges (confidence levels and personal challenges), and strategic solutions. The results indicate that while pre-service teachers face significant infrastructure and technical challenges; they demonstrated sophisticated approaches to technology integration, characterized by careful alignment with pedagogical objectives and adaptive problem-solving strategies. The study highlights the crucial role of teacher preparation programs in developing both technical competence and pedagogical confidence. These findings provide valuable insights for improving teacher education programs and professional development initiatives in technology integration for EFL contexts.
Copyright (c) 2025 Mutiara Khofifah, Bambang Yudi Cahyono https://creativecommons.org/licenses/by/4.0
Teachers’ Challenges in Designing and Implementing the Modul Ajar at SMP Negeri 8 Pagar Alam
This study aimed to describe the features of the Modul Ajar designed by English teachers, examine how the modules were implemented in the English learning process, and identify the challenges faced by teachers in designing and implementing the modules in accordance with the Merdeka Curriculum at SMP Negeri 8 Pagar Alam. This research employed a qualitative descriptive method. The data were collected through document analysis, observation, and interviews with English teachers. The results of the study showed that in general, the Teaching Module prepared by teachers is very appropriate and in accordance with the structure and components of the Independent Curriculum, with an average design suitability of 87.03%. Meanwhile, the implementation of the Teaching Module in learning is also categorized as very appropriate, with an average achievement of implementation indicators of 93.3%. These modules generally cover important components such as learning objectives, learning activities, assessments, and reflections. Challenges for teachers in the design and implementation process, such as adapting materials to the diverse needs and interests of students, time constraints, and infrastructure limitations. Teachers also have difficulty in implementing differentiated learning and designing assessments that are fair but do not burden students
Copyright (c) 2025 Margiana, Wisma Yunita, Syafryadin (Author) https://creativecommons.org/licenses/by/4.0
The Use of Wizer.me on Students’ Writing Achievement of Eighth Grades of SMP Negeri 1 Pajar Bulan
This study aims to investigate the effectiveness of Wizer.me as an interactive digital platform in improving students’ writing achievement in descriptive texts. The research was conducted at SMP Negeri 1 Pajar Bulan using a quasi-experimental design with two groups: the experimental group, which received instruction through Wizer.me, and the control group, which was taught using conventional methods. Data were collected through pre-tests and post-tests and analyzed using paired and independent sample t-tests. The findings revealed that students in the experimental group showed significant improvement in their writing performance compared to the control group. Among the five assessed aspects—content, organization, grammar, vocabulary, and mechanics—content and organization improved the most. Wizer.me created an engaging and supportive learning environment that helped students develop and organize their ideas more effectively. In conclusion, the use of Wizer.me significantly enhanced students’ writing achievement and can be considered a useful tool for teaching descriptive writing at junior high school level.
Copyright (c) 2025 Wahyu Oktarius Putra, Sri Wahyuni, Ise Fitrilia https://creativecommons.org/licenses/by/4.0
The Influence of Problem-Based Learning on Student's Writing Skills
This study examined the effectiveness of problem-based learning to improve students' writing skills. The study involved 20 seventh-grade students and used a pretest-posttest design. The findings confirm that problem-based learning improves overall writing skills but also helps develop critical thinking skills and systematic organization of ideas. The results showed a significant improvement in students' writing skills, with the mean score increasing from 56.15 on the pretest to 77.55 on the posttest, reflecting an increase of 21.4 points. The homogeneity test showed a significant value between the pretest and posttest groups of 0.179 (p>0.05). The paired t-test resulted in a t-value of -11.059 and was significant (p < 0.05). Although effective, this study has limitations in sample size and non-normal distribution of posttest scores. Recommendations for future research include the development of scaffolding models to support students with low adaptation, exploring the use of technology, and analyzing different types of texts. This study contributes to innovative writing teaching strategies in English education.
Copyright (c) 2025 Miftahul jannah, Ilham, Moh. Fauzi Bafadal, Rima Rahmaniah https://creativecommons.org/licenses/by/4.0
Assessing the Effectiveness of Online Quizizz in Enhancing University Students’ Vocabulary Mastery
This study aims to assess the effectiveness of using Quizizz in improving students' vocabulary acquisition. Various studies have shown that this interactive platform can significantly improve students' vocabulary. In this study, the average pre-test score of students was recorded at 30.71, while after using Quizizz, the score increased to 68.06, which shows the effectiveness of this platform. In addition, another study showed a 24.34% increase in vocabulary acquisition, with a significant difference between pre-test and post-test scores. Repeated use of Quizizz was also demonstrated to progressively improve students' scores, as seen in a classroom action study, with a score increase from 55.31 in the pre-test to 91.87 in the second cycle post-test. In addition to vocabulary acquisition, Quizizz also managed to increase students' enthusiasm and engagement in the learning process, which positively impacted their learning experience. This study also shows that collaborative activities combined with Quizizz can further strengthen vocabulary acquisition. Overall, using Quizizz proved effective in improving vocabulary acquisition, strengthening learning motivation, and creating a fun learning atmosphere. The platform also allows lecturers to provide quick assessment and feedback and monitor student progress through its analytics feature. Therefore, quizzes are an effective tool for supporting vocabulary learning at the university level.
Copyright (c) 2025 Ratu Firna, Ilham Firna (Author) https://creativecommons.org/licenses/by/4.0
Love and Desire in the Little Mermaid Movie through Psychoanalysis Perspective
The purposes of this research are to identify kind of love, the desire of main character, and how love and desire through psychoanalysis perspective in the Little Mermaid Movie directed by Rob Marshall. This research used the descriptive qualitative method to analyze the data. The data are the scenes and the dialogs of the main character that contains love and desire. The result of this study reveal that: (1) There are 4 types of love in Ariel’s main character, namely; eros, agape, philautia and storge. Ariel clearly shows Eros love when Ariel falls in love with Eric, while Agape displays Ariel’s extraordinary sacrifice, Philautia when Ariel makes decisions, and Storge’s love for her family. (2) The desires of the main character are very clear, Ariel has stubbornness, and she has principle, also, she is bravery in declaring love and negotiating with the evil witch, Urshula. (3) Sigmund Freud's id, ego, and superego theory can be seen in Ariel's main character, Ariel's will persue her love, she follows her father's words, and also she solves her problems.
Copyright (c) 2025 Anastasya Fitri Aisyah, Unpris Yastanti, Wiruma Titian Adi, Bobby Octavia Yuskar https://creativecommons.org/licenses/by/4.0
Impact of Little Baby Bum with Parental Controls on Middle Childhood Learners
This study investigates the impact of YouTube Kids content, particularly "Little Baby Bum" on English vocabulary acquisition among 7-year-old children. A qualitative case study was conducted with two participants: AR (7 years 5 months) and AF (7 years 9 months), both enrolled in English language lessons. Data were gathered through observations, semi-structured interviews, and vocabulary assessments before and after the intervention. AR, who watched an average of 4 hours per day and engaged actively with the content, recognized 9 out of 16 English words tested, while AF, with 3 hours of daily viewing and more passive engagement, recognized only 6 words. However, AF showed stronger retention in Indonesian vocabulary, recognizing 10 words compared to AR’s 7. The study's discussion identifies five key themes: (1) Exposure to Digital Content: Increased exposure to digital content appears to support vocabulary development, especially with active engagement. (2) Parental Supervision: Effective supervision ensures focused learning and appropriate content. (3) Engagement Level: Active participation, such as singing along, is critical for retention. (4) Language Retention: Vocabulary retention is higher in the language where the child is more engaged. (5) Active Participation: Active involvement in content is crucial for effective learning. The pedagogical implications highlight that interactive digital media like "Little Baby Bum" can be a valuable tool in English language teaching, particularly when combined with active engagement and proper parental guidance. These findings provide important insights for educators and parents on optimizing digital media use in supporting children's language development.
Copyright (c) 2025 Eka Puspita, Surono, Fidya Felinda Ilahude, Cindi Martina Marbun https://creativecommons.org/licenses/by/4.0
Subalternity in Kumala Ratih’s Gadis Kretek: Postcolonial Study
The tactic of using the might of another nation to subjugate the citizens of a nation is often associated with the colonial era. The impact of colonization on cultures and communities is addressed in post-colonialism. The ideology of postcolonialism arose following mostly to the independent colonized nations with the object of study is everything including aspects that have experienced imperial rule during colonization until its death, as well as various effects related to the former colonies. They are all lower levels of colonial and postcolonial societies with the condition of unemployed, homeless, subsistence farmers, etc. This study aimed to investigate subalternity as a part of post-colonialism in a novel, Gadis Kretek written by Ratih Kumala. This study used qualitative research design with a textual analysis method grounded in postcolonial literary theory. The data was taken from a novel, Ratih Kumala’s Gadis Kretek, written in 2012. Some research procedures was done using several steps; intensive close reading, thematic coding (content analysis), lierary criticism, and historical-contextual research. The results showed that the effects of colonialization and struggles of oppressed subaltern, especially for women. Those are all can be divided into two types subalternity, namely employer-subordinates and women oppression. To sum up, the effects of colonialization comprise fear, depression, and traumatic events. The struggles of oppressed subaltern include defending the right, protection, voicing even not listened, survival by keep working, and forgetting any kinds of effect of colonialization that make sadness.
Copyright (c) 2025 Ro’ifah https://creativecommons.org/licenses/by/4.0
Unveiling Sarcasm: Poppy in Kingsman: The Golden Circle
This study investigates the use of sarcasm in the movie "Kingsman: Golden Circle," focusing on the character Poppy Adams. The study employs Camp's theoretical framework, which classifies sarcasm into four distinct categories: Propositional, Lexical, Like-Prefixed, and Illocutionary Sarcasm.The study aims to identify and analyze the types of sarcasm employed by Poppy and explore the underlying meanings conveyed through her dialogues.The researchers used a descriptive qualitative approach.Various elements such as conversations, actions, and reactions are systematically classified and coded by the researchers, who serve as the instrument.The findings reveal four main types of sarcasm: lexical sarcasm (found only in three instances), like-prefixed sarcasm (found in two instances), illocutionary sarcasm (found in six instances), and propositional sarcasm (found in six instances), totaling seventeen instances throughout the movie. The results indicate that a significant portion of the sarcastic expressions conveyed by the characters typically carry negative intentions and concealed meanings, often aimed at criticizing or mocking the listener.To comprehend the sarcasm, a clear context and shared understanding are essential. The study emphasizes the importance of context and addressee responses in determining the nature of sarcastic utterances. The study contributes to a better understanding of how sarcasm functions in cinematic discourse and its implications for character portrayal. Additionally, the study highlights the role of sarcasm in developing character depth and dynamics within the narrative, showcasing its utility as a tool for both humor and critique. Future research could expand on this by examining other characters and films, offering a broader perspective on the use of sarcasm in cinema.
Copyright (c) 2025 Richard Himawan, Ro’ifah, Armeria Wijaya https://creativecommons.org/licenses/by/4.0
Performance Analysis of Vocational High School Teachers in Tangerang Regency
This study aims to analyze the influence of organizational culture and work motivation on the performance of vocational school teachers in Tangerang Regency. The research used survey method with path analysis applied in testing hypothesis, with a sample of 377 people selected using the proportional random sampling technique. The Likert Scale with 5 answer options is used in data collection. Data analysis was carried out using path analysis techniques. The study lasted for six months, from January to June 2024. Based on the results of this study, it can be concluded that Organizational Culture and work motivation have a direct positive effect on the performance of vocational school teachers in Tangerang Regency. Therefore, it is recommended that the variables of organizational culture and work motivation be improved by the Ministry of Education at the Tangerang Regency level and vocational schools in Tangerang.
Copyright (c) 2025 Syafa’at Ariful Huda, Jaenudin, Alexius Dwi Widiatna, Herinto Sidik Iriansyah https://creativecommons.org/licenses/by/4.0
Reading Comprehension Challenge on English Language Faced by Students: A Systematic Review
This study aims to analyze and synthesize empirical research on students' reading comprehension challenges within English language teaching. A systematic review method selected 20 peer-reviewed articles published within the last five years. The selected studies were analyzed based on their research topics, designs, and theoretical frameworks. The findings reveal that most studies adopt a descriptive qualitative approach, with a strong focus on the Indonesian context. Four key challenges in reading comprehension were identified: (1) limitations of textbooks in supporting effective reading, (2) low student motivation and engagement, (3) inadequate vocabulary knowledge, and (4) slow reading pace. Based on these findings, it is recommended that future research explore the effectiveness of specific interventions and instructional strategies to address these challenges, ultimately improving students' reading comprehension skills. Such strategies could include the use of more engaging and relevant reading materials, vocabulary enhancement techniques, and methods to improve reading speed, with the goal of enhancing students' overall reading comprehension skills.
Copyright (c) 2025 Retno Vinsi Damayanti, Iin Inawati, Fidya Felinda Ilahude, Cindi Martina Marbun https://creativecommons.org/licenses/by/4.0
Improving Elementary School Students Understanding of Concepts Through Student Worksheets Based on Realistic Mathematics Education
One of the main problems in learning mathematics is the low conceptual understanding of students, which is reflected in the low category of the pretest results. Innovative approaches such as Realistic Mathematics Education (RME) through RME-based Student Worksheets are needed to overcome this. This study aims to test the effectiveness of RME-based Student Worksheets in improving the understanding of mathematical concepts. The method used is developmental research with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects included validation by two subject matter experts, two media experts, two language experts, and one teacher, and trials on 25 students in grade V of SDN 2 Sawah Brebes. The validation results showed scores of 0.7465 (subject matter expert), 0.8381 (media expert), and 0.7986 (language expert), which were considered valid. The statistical analysis of the paired sample t-test produced a significance value of 0.000 (<0.05), thus rejecting Ho and accepting Ha. This proves a significant increase between the pretest and posttest scores, indicating that the RME-based Student Worksheet effectively improves students' understanding of concepts. The researcher recommends using the RME model to implement the stage of understanding contextual problems. Scaffolding is needed for students because of the diverse zone of proximal development (ZPD).
Copyright (c) 2025 Fatkhur Rohman, Dea Andini, Shella Dyah Wulansari, Kenny Rama Dhany, Nurhanurawati https://creativecommons.org/licenses/by/4.0
The Empowerment of Religious Character of Feeling Blessed using the Song of Bismillah
This paper aims to empower students’ religious character of feeling blessed using the song ‘Bismillah, I am a Muslim,’ and to highlight the importance of songs and rhymes in EFL teaching to elementary students. This research uses a descriptive qualitative method to gain a deeper understanding of the student’s experiences and perceptions. The participants are 125 i.e. 1st, 2nd, 3rd-grade students (6-9 years old) of Muhammadiyah Tempuran elementary school Magelang, Central Java, Indonesia. The research was held at the end of the semester activities on December 10th, 2022, for 90 minutes in the school hall. The teacher interviewed the students about how often they say ‘Bismillah’ and ‘Alhamdulillah’ in their daily lives one day before the research was conducted. They were interviewed again after three days to figure out whether the song could empower students’ religious character to feel blessed. The result shows that the ‘Bismillah, I am a Muslim’ Song is one of the ways to empower students’ religious character and feel blessed, although it is needed. This research implies empowering students’ religious character through teaching songs.
Copyright (c) 2025 Ratna Irawati, Noor Malihah https://creativecommons.org/licenses/by/4.0
Implementation of English Learning Model with Contextual Teaching and Learning (CTL) Approach to Improve Students’ Comprehension
This study aims to determine the improvement of English learning outcomes of MTs Negeri 7 Boyolali students through the application of English learning models with the CTL approach. This type of research is Classroom Action Research. The subjects of this study were MTs Negeri 7 Boyolali students with a total of 23 students. The research instruments used were observation, tests and documentation. The result data exposure shows that student learning outcomes experience a significant increase in each cycle which is marked by the sufficient category, the first cycle of student learning completeness is 74% with an average value of 76.4 or 17 students who complete then increases in the second cycle of student learning completeness is 87% with an average value of 85.4 or 20 students who pass to achieve good qualifications. Based on the results obtained, it was concluded that there was a very significant increase in English learning outcomes at MTs Negeri 7 Boyolali through the application of the English language learning model with the CTL approach.
Copyright (c) 2025 Syamsudin, Naila Rajiha https://creativecommons.org/licenses/by/4.0
Error Analysis on Simple Past Tense in Short Story Making: A Case Study in Writing Intermediate Class
This article investigates the error analysis of the utilization of the simple past tense among students of Writing IV class focusing on their short story composition. The study aims to identify prevalent errors and patterns in the application of the simple past tense while creating short stories. Employing qualitative research methods, the study evaluates a representative sample of writing produced by the students. Through systematic error analysis, the study categorizes and analyzes the errors in terms of verb conjugation, tense consistency, and contextual appropriateness. The findings shed light on common challenges faced by students in grasping the nuances of the simple past tense. There were 85 work pieces used to gather the data and analyze the errors in using the simple past tense. Finally, the data were categorized into four types of errors, such as misordering, misformation, addition, and omission. Moreover, the study concentrates on potential factors contributing to these errors, such as the students' linguistic backgrounds, learning materials, and classroom instruction. The research's conclusions emphasize how important it is to use focused language teaching techniques to improve students' understanding of grammatical structures. In the end, this study advances our pedagogical knowledge on how to teach grammar successfully, especially when it comes to developing precise language abilities in the context of creative writing. It is anticipated that requiring the students to create short stories in the simple past tense will improve their comprehension of how tenses are formed.
Copyright (c) 2025 Dyah Kristyowati, Jordy Satria Widodo, Henny Suharyati, Ferdi Abdurrahman, Muhamad Alwi Pajri https://creativecommons.org/licenses/by/4.0
Identification Conversational Implicature of Integrated Islamic School Ad Durrah Learners
The purpose of this study was to collect descriptions of the conversational implicatures made by students while they were engaged in a dialogue of other students. The descriptive qualitative research method was used in this study. The writer used student conversations from the student dialogue conversation task as the data source for this study. This activity was carried out between October and November of 2023 as part of the study's data collection methodology, which involved asking students to create a dialogue on paper. By recording the dialogue's outcomes, categorizing and identifying the data, assessing the data, and summarizing the data, the data was qualitatively analyzed. The primary tool used in this study was the researcher herself, along with observations and interviews to corroborate the findings. The study's conclusions are as follows: conversational implicatures that were identified in student speeches and discussion were divided into two categories: generalized and particularized implicatures. Compared to the implicature of a particularized conversational implicature, the generalized conversational implicature is more frequently encountered. Because of this, even if they do not yet grasp conversational implicature, kids essentially already use it. Based on the study's findings, the researcher recommends that English teachers provide students with a foundational understanding of conversational implicature in writing, particularly when teaching conversation, narrative texts, and other types of texts.
Copyright (c) 2025 Mhd. Syafril Hanif, Sholihatul Hamidah Daulay https://creativecommons.org/licenses/by/4.0
Maxims Flouted by The Main Character in Plankton: The Movie
This study investigates the flouting of conversational maxims by the main character in Plankton: The Movie (2025), an animated film directed by Dave Needham. The research aims to identify the types of maxims flouted and explore the character’s motivations for these violations. A descriptive qualitative method was employed to analyze Plankton’s utterances using Grice’s Cooperative Principle (1975), which includes the maxims of quantity, quality, relation, and manner. Data were collected through careful observation of the film and its transcript, with selected utterances categorized and interpreted using Leech’s (1983) theory of Illocutionary Functions of Politeness. The findings reveal 22 instances of maxim flouting, with the maxim of relation being the most frequently violated (31.8%), followed by quality (27.2%), manner (22.7%), and quantity (18.1%). Each violation was shown to serve a specific communicative function, such as expressing frustration, asserting dominance, or rejecting others’ viewpoints. These results indicate that maxim flouting in the film is not random but strategically used to shape character identity and support narrative development. This study highlights the relevance of pragmatic analysis in animated films and underscores the role of language manipulation in fictional discourse.
Copyright (c) 2025 Putu Kharisma Budhiari Sapanca Sapanca, Komang Dian Puspita Candra (Author) https://creativecommons.org/licenses/by/4.0