IJLHE: International Journal of Language, Humanities, and Education
IJLHE: International Journal of Language, Humanities, and Education is a journal devoted to language and literature researchers, humanities, as well as practitioners in the field of education. IJLHE Journal is managed by the Institute for Research and Community Service STKIP PGRI Bandar Lampung which is responsible for the Master Program in Indonesian Language Education. All publishing processes follow the procedures for scientific writing and editing involving expert reviewers from various countries.
Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung
Pre-Service EFL Teachers’ Perspectives on AI Integration in Indonesian Urban Schools
This study explores the perspectives of pre-service EFL teachers on integrating Artificial Intelligence (AI) tools in urban classrooms in Indonesia. As AI increasingly influences language teaching and learning, it is important to understand how future teachers perceive its role, benefits, and challenges in their professional practice. Employing a qualitative descriptive design, the study collected data through an online questionnaire completed by seventy pre-service EFL teachers and follow-up semi-structured interviews with twenty volunteers. The findings revealed that participants generally held positive views of AI integration, highlighting its potential to enhance student motivation, provide immediate feedback, and support differentiated instruction for diverse learners in urban settings. At the same time, their confidence in applying AI remained moderate, reflecting limited training and practical experience. Participants also expressed concerns about infrastructural barriers, institutional support, and ethical issues such as plagiarism and over-reliance on AI outputs. These results suggest that while pre-service EFL teachers see AI as a valuable pedagogical tool, they acknowledge the need for critical awareness and proper preparation. The study implies that teacher education programs should embed AI literacy, pedagogical training, and ethical guidance into curricula to better equip future teachers for AI-enhanced classrooms.
Copyright (c) 2025 IJLHE: International Journal of Language, Humanities, and Education https://creativecommons.org/licenses/by-nc/4.0
Exploring English Education Students’ Self-Efficacy in Utilizing AI Tools for Language Learning
This study explores English Education students’ self-efficacy in utilizing Artificial Intelligence (AI) tools for language learning within the Indonesian higher education context. A sequential explanatory mixed-method design was employed. In the first phase, a quantitative descriptive survey was administered to 100 English Education students using an adapted version of the Teacher Artificial Intelligence Competence Self-efficacy (TAICS) scale. The instrument consisted of twenty items covering six constructs: AI Knowledge, AI Pedagogy, AI Assessment, AI Ethics, Human-Centred Education, and Professional Engagement. Descriptive statistical analysis revealed that students’ overall self-efficacy was at a moderate level (M = 3.53), with the highest confidence observed in AI Knowledge and AI Pedagogy, while AI Ethics and Professional Engagement scored lowest. In the second phase, qualitative data were collected through semi-structured interviews with a purposive sub-sample of fifteen students and analyzed thematically. Five themes emerged: mastery experiences, vicarious experiences, social persuasion, ethical awareness, and affective states. These themes reflected the sources of self-efficacy proposed by Bandura and explained variations in students’ confidence. The findings indicate that students are generally prepared to integrate AI tools for learning and future teaching, yet gaps remain in ethical confidence and professional engagement. The study suggests that teacher education programs should provide structured training, reflective practices, and ethical guidance to strengthen responsible AI use.
An Analysis of Translanguaging Practices in Sunny Dahye TikTok Video
Translanguaging is a sociolinguistic phenomenon that enables bilingual or multilingual speakers to utilize their entire linguistic repertoire to achieve communication goals. With the development of the digital era, this phenomenon has begun to shift to social media platforms such as TikTok. This study aims to identify the types of translanguaging used by Sunny Dahye in TikTok content and the frequency of their occurrence. This study employed an exploratory sequential mixed method design. Data were collected by selecting and watching videos, transcribing them, and identifying the types of translanguaging using an observation sheet. The findings of this study reveal that intra-sentential translanguaging is most frequently used in TikTok content, with the alternation involving longer elements such as phrases or clauses from English and Indonesian in a single sentence structure being the most common form of translanguaging used by the speaker. In addition, translanguaging is used as a communication strategy to express emotions, represent identity as a bilingual individual, and build engagement with the audience. The implications of this study suggest that language learners can utilize platforms such as TikTok to create bilingual content, which trains language skills and builds contextual meaning. Digital media can also be used as an alternative learning space outside of formal classrooms to encourage students to be more critical in improving their language skills and understanding, as well as to understand how language shift occurs, which can reflect cultural dynamics. Furthermore, this study enriches findings on language dynamics in digital spaces by showing that translanguaging is more than just a linguistic phenomeno.
Copyright (c) 2025 IJLHE: International Journal of Language, Humanities, and Education
An Analysis of English Course Background on Students’ Speaking Ability at Ma’had Al Jami’ah
Speaking ability is an important component in English language learning that enables students to communicate effectively. This study examines the influence of students' English course background on their speaking ability at Ma'had Al Jami'ah, UIN Raden Intan Lampung. Using a qualitative design, data were collected through interviews, questionnaires, and documentation from ten English Education students who had previous course experience. The data were analyzed through thematic analysis to identify patterns and categories related to course duration, frequency, and teaching methods. The results show that differences in course duration, frequency, and teaching methods affect vocabulary mastery, fluency, and confidence. Intensive camp-based programs that provide daily practice and exposure to English result in greater improvements in speaking skills, while short-term or grammar-focused courses result in limited progress. In addition, the Ma'had environment, which integrates structured language programs and daily use of English, plays a crucial role in strengthening and accelerating students' oral skills. This study concludes that English courses provide a foundation for speaking proficiency, but consistent practice and a supportive environment are the main factors that strengthen students' communicative competence.
The Cultural Meaning of Lexicons in “Ngusaba Bukakak” Ritual in Giri Emas Village
One of the endangered traditions in Indonesia is the Ngusaba Bukakak ritual in Giri Emas Village, North Bali, which is a biennial agricultural ceremony dedicated to Dewi Sri, the goddess of fertility. Therefore, this study focuses on the identification, description, and interpretation of the lexicon used in the ritual to reveal its cultural meaning and contribution to Balinese identity. Data were collected through participant observation, in-depth interviews with ritual experts, and document analysis using a qualitative design framed by linguistic ethnography. Informants were selected using snowball sampling, which included the Traditional Village Head, Village Stakeholders, and Banten Serati, who had in-depth knowledge of ritual language. With triangulation ensuring data validity, the analysis followed Miles and Huberman's interactive model. The results of this study revealed that there are seventy lexicons spread across twelve stages of the ritual, including offerings, sacred objects, ritual actions, dances, and spiritual processions. These lexicons embody philosophical principles such as Tri Hita Karana which expresses harmony with God, society, and nature. This study concludes that the ritual lexicon functions as a linguistic element and as a cultural carrier that maintains Balinese identity, where its preservation is important for cultural sustainability, intergenerational transmission, and the protection of intangible heritage.
Bridging the Gap: The Effect of Using the Mother Tongue in Bangladeshi ELT Classrooms
This survey-based quantitative study investigates the role of the mother tongue (L1) in English language learning and its effects in English Language Teaching (ELT) classrooms at the tertiary level in Bangladesh. The research aims to explore how the use of L1 influences students’ comprehension, participation, and overall learning outcomes. A total of 80 students from the University of Global Village, University of Barishal, and Khulna University participated in the study through a structured questionnaire. Both quantitative and qualitative data (through open-ended questionnaire responses) were collected and analyzed to identify patterns and perceptions regarding L1 use. The findings reveal that a majority of students perceive the controlled use of L1 as supportive for understanding complex grammar and vocabulary, facilitating classroom interaction, and enhancing confidence. However, some participants indicated that excessive reliance on L1 might hinder English fluency. The study highlights the importance of a balanced approach or bilingual pedagogy suggesting that judicious integration of L1 can enhance learning effectiveness without compromising target language proficiency. These findings provide insights for ELT practitioners and policymakers to optimize classroom strategies that incorporate students’ mother tongue effectively.
Students’ Perception of the Use Serial-Image as an English Learning Media
This study investigated students’ perceptions of serial-image media in English reading instruction at SMP Al Kautsar Bandar Lampung during the 2024/2025 academic year. Employing a quantitative descriptive method with a non-experimental survey design, data were collected from 96 ninth-grade students selected through purposive sampling. A closed-ended questionnaire consisting of 20 items, validated using Pearson Product Moment and tested for reliability with Cronbach’s Alpha (α = 0.892), was administered to measure four aspects: learning process and skill development, direct experience, challenges, and general perception. Findings revealed that students demonstrated a generally positive perception of serial-image media. The highest mean score was found in the aspect of learning process and skill development (M = 3.77), followed by direct experience (M = 3.71), challenges (M = 3.34), and general perception (M = 3.33). Students reported that serial images facilitated comprehension, enriched vocabulary, and stimulated classroom engagement, though some noted difficulties with unclear visuals. These results support Mayer’s Cognitive Theory of Multimedia Learning, emphasizing the benefits of integrating verbal and visual modalities. The study suggests that serial images are effective supplementary tools for enhancing reading comprehension and encourages their integration with teacher guidance and interactive methods.
Exploring Translanguaging Practices of English Teachers in Classroom Interaction
This study aims to explore the application of translanguaging by English teachers during learning activities. The primary focus is to identify the types of translanguaging employed by teachers, determine its frequency across different phases of learning, and examine the reasons behind its use. A descriptive qualitative method was employed, utilizing classroom observations and in-depth interviews with two English teachers as participants. The results reveal that translanguaging consistently occurred in three phases of learning: pre-activity (24 instances), core activity (65 instances), and post-activity (18 instances). Teachers primarily used translanguaging to provide instructions, explain materials, ask and answer questions, give affirmations, offer praise, and manage classroom interactions. The findings further indicate that translanguaging appeared most frequently during core activities, particularly when explaining grammar and facilitating discussions. The teachers’ reasons for using translanguaging included enhancing student comprehension, sustaining engagement, and fostering emotional connections. This study concludes that translanguaging is an effective pedagogical strategy in multilingual classrooms, as it supports students’ understanding and fosters an inclusive learning atmosphere. Nevertheless, the findings are limited by the small number of participants and the single-site context; therefore, further research with a broader scope is recommended.
Integrating Technology into Problem-Based Learning: A Practical Implementation
In alignment with the Kurikulum Merdeka, Problem-Based Learning (PBL) has been widely promoted as a strategy to enhance critical thinking, collaboration, and problem-solving skills. The integration of technology into PBL further strengthens its potential by providing multimodal resources and interactive opportunities for learners. However, limited research has examined students’ readiness to participate in technology-enhanced PBL within Indonesian EFL classrooms, creating a gap in understanding the feasibility of its implementation. This study aims to investigate how technology integration is applied in PBL and to evaluate students’ readiness to engage in this approach. An exploratory sequential mixed-methods design was employed. Participants included one English teacher and ninety-seven tenth-grade students from three classes. Instruments consisted of observation sheets, field notes, and a readiness questionnaire adapted from Dalton and Gottlieb’s framework. Data collection began with classroom observations to identify teacher practices, followed by the administration of the questionnaire to measure student readiness. Qualitative data were analyzed using Miles and Huberman’s model, while quantitative data were analyzed descriptively. The findings revealed that the teacher successfully integrated videos and PowerPoint slides across PBL stages, supporting contextual understanding and engagement. Nevertheless, students demonstrated only moderate readiness across effort, willingness, and technological capacity.
The Analysis of Word Formation in Coffee Shops’ Menus in Bintaro
This study aims to find the word formation employed in coffee shop menus in Bintaro, Tangerang, Indonesia. By examining word formation processes, naming conventions, and menu item types. This research aims to understand how coffee shops effectively communicate their offerings to customers through word formation processes. It adopts a qualitative research approach, utilizing purposive sampling to select representative coffee shops in the area. Through in-person visits and online sources, menus were collected and analyzed for their linguistic features. The findings reveal that coffee shops in Bintaro utilize word formation processes. Compounding involves combining two or more words to create a new term, such as "chicken katsu" or "milkshake." Affixation, on the other hand, entails adding prefixes or suffixes to existing words, as seen in "salted" or "grilled." Blending, a more creative process, involves merging portions of two or more words to form a new word, such as "croffle" or "moccacino.". The insights gained from this research have practical implications for the readers. It is expected that the finding would show the word formation processes predominantly used in coffee shop menus in Bintaro that can be valuable for understanding how language is used to create a specific brand image. This highlights the importance of considering cultural and linguistic factors when developing menu.
Evaluating the Impact of Diverse Writing Practices on EFL Learners’ Proficiency and Writing Anxiety
This study examines how varied writing practices influence the writing performance and emotional responses of English as a Foreign Language (EFL) learners. Given that writing is widely regarded as one of the most demanding language skills, particularly in foreign language contexts, the research focuses on the integration of project-based learning, dialogue journals, automated writing evaluation (AWE), and self-regulated learning (SRL). The aim is to assess their effects on key aspects of writing: grammar, vocabulary, content, coherence, text length, and writing anxiety. Employing an explanatory sequential mixed methods design, the study involved 20 B2-level EFL students, equally assigned to experimental and control groups. Over an eight-week period, both groups completed structured weekly writing tasks, but the experimental group received supplementary instruction incorporating the four targeted writing strategies. A holistic scoring rubric was used to assess writing performance, and focus group interviews were conducted to capture learners’ perceptions. Quantitative analysis revealed that the experimental group demonstrated statistically significant improvement in grammar and vocabulary, with no notable gender differences. Thematic analysis of the qualitative data yielded two main themes: (1) challenges in the writing process, such as idea generation and coherence, and (2) increased motivation and heightened grammar awareness. Students reported that despite initial difficulties—especially related to translation and coherence—the implemented practices enhanced their motivation and confidence. These findings highlight the pedagogical value of integrating structured, varied writing activities into EFL instruction. The study concludes by recommending broader adoption of such practices to promote both linguistic competence and affective growth in language learners.
The Implementation of Differentiated Instruction Integrated With Technology in English Class
The implementation of differentiated instruction is the focus of the Merdeka Curriculum in Indonesia, especially when integrated with technology. The aim is to adapt education to the needs, abilities, and interests of each student. This study explores how English teachers at SMK Negeri 3 Denpasar implement differentiated instruction integrated with technology in the classroom and how this affects students' beliefs in learning English. The method approach used in this study is a mixed-method approach, where qualitative data were collected through classroom observations, while quantitative data were collected through student questionnaires adapted from Horwitz's BALLI framework. The observation results showed that teachers differentiated content, process, and product based on student profiles and learning contexts. As a support for various learning strategies, this study integrated technological tools such as WhatsApp, Google Translate, Quizizz, and Canva. The questionnaire results showed that students had very high beliefs in their language learning abilities when faced with differentiated instruction supported by technology. These findings indicate that the learning model increased students' motivation and self-perception in learning English. This study highlights the importance of teacher adaptability and strategic use of technology to foster a student-centered learning environment that is aligned with the principles of the Merdeka Curriculum.
OBE Curriculum and EFL Learning: A Comparative Study between Khulna University and NUBTK
The alignment between OBE curricula and EFL learning outcomes plays a crucial role in shaping students’ language proficiency and academic success. This study aims at exploring the effectiveness of OBE in EFL context at KU and NUBTK through a comparative analysis of 80 undergraduate students’ perceptions. And their perceptions were collected through a survey questionnaire. The results suggest that KU students perceived clearer learning outcomes, better English proficiency, and a more structured integration of course materials. The effectiveness of feedback mechanisms, critical thinking enhancement, and real-world applications was also perceived to be higher at KU. In contrast, NUBTK students exhibited more varied responses, with a higher proportion of neutral perceptions, suggesting inconsistencies in curriculum implementation. Despite these differences, both institutions showed no statistically significant variation in reading and writing skill development, indicating comparable effectiveness in these areas. However, KU students perceived significantly stronger improvements in speaking confidence and analytical skills, reinforcing the notion that well-structured OBE implementation enhances student learning experiences. Nevertheless, to address the limitation of this study, future works should explore faculty perspectives, conduct longitudinal studies, and include qualitative methods. Moreover, institutions should refine their OBE frameworks to ensure that students acquire the linguistic and cognitive skills necessary for academic and professional success.
The Role of Attitudes, Skills, and Demographic Factors in Using Generative Artificial Intelligence for English Learning
This study explores the role of attitudes, skills, and demographic factors in the use of Generative Artificial Intelligence (AI) for English language learning among students at MAN 3 Pekanbaru. Employing a quantitative survey design, data were collected through a structured questionnaire distributed to 417 students. The instrument consisted of 53 items measuring attitudes, skills, frequency of use, and demographic characteristics. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4 to test measurement validity and structural relationships among variables. The findings revealed that both attitudes toward AI (β = 0.347, p < 0.001) and skills in using AI (β = 0.232, p < 0.001) had a significant positive effect on the frequency of AI use. Gender also significantly influenced frequency (β = -0.205, p < 0.001) and skills (β = -0.167, p = 0.001), indicating disparities between male and female students. Additionally, training experience had a significant impact on AI skills (β = 0.168, p < 0.001), and indirectly influenced frequency of use through skills (β = 0.039, p = 0.014). In contrast, age and grade did not show significant effects on the main constructs. Measurement results demonstrated good reliability and validity: all constructs showed Composite Reliability > 0.90 and Average Variance Extracted (AVE) > 0.60, with outer loadings > 0.70 for retained items. These findings suggest that fostering positive attitudes and improving students’ technical skills are key to enhancing the effective use of Generative AI in language learning. The study concludes that demographic factors like training and gender have notable influence, while age and grade play less significant role.
The Influence of Metacognitive Strategies and Critical Thinking Skills on the Reading Comprehension of Eighth-Grade Students
This study investigates the influence of metacognitive strategies and critical thinking skills on reading comprehension among eighth-grade students at MTsN 6 Kampar. The research addresses students’ difficulties in identifying main ideas, making inferences, and applying reading strategies, which contribute to low comprehension levels. A quantitative approach with multiple regression analysis was employed, involving 60 students selected through random sampling. Data were collected using reading comprehension tests, a metacognitive strategies questionnaire, and a critical thinking skills test. The results revealed that both metacognitive strategies and critical thinking skills significantly influenced reading comprehension individually and simultaneously. Students who effectively applied metacognitive strategies and demonstrated higher critical thinking skills achieved better reading comprehension scores. The findings underscore the importance of integrating these skills into instructional practices to foster independent, reflective, and strategic readers. Future research is recommended to explore similar approaches in different educational contexts and with larger samples to validate the findings.
Flipped Active Learning with Padlet: Developing Engagement and Metacognitive Skills
This study examines the impact of integrating Padlet, a web-based collaborative tool, into flipped learning environments to enhance active engagement and metacognitive development among students. A mixed-methods design was employed, combining pre- and post-course surveys, focus group discussions, and classroom observations. Participants included 50 undergraduate students enrolled in an Educational Science course, where Padlet was used for in-class activities in a flipped classroom setting. Quantitative data were collected using adapted scales (NSSE for engagement, SRQ for motivation, MAI for metacognitive skills) and academic performance metrics. Qualitative data were gathered through semi-structured focus groups and structured classroom observations. Descriptive statistics, paired t-tests, and thematic analysis were used for data analysis. Results indicated significant improvements in engagement (mean increase from 3.6 to 4.1, p = 0.02), motivation (3.8 to 4.3, p = 0.01), and metacognitive skills (3.4 to 3.9, p = 0.04). Qualitative findings highlighted enhanced collaboration, self-regulation, and critical thinking. The study concludes that Padlet-enhanced flipped classrooms effectively support active learning and metacognition, recommending its integration for student-centered instructional design.
The Effect of a Flipped Classroom with Youtube Integration Towards Students’ Listening Skill in SMAN 1 Seririt
This study investigated the impact of integrating YouTube into a flipped classroom model to improve students’ listening skills at SMAN 1 Seririt. The aim was to determine whether this strategy significantly improved students’ listening comprehension compared to conventional teaching. This study was motivated by the observed challenges that students faced in comprehending English listening materials using traditional teaching methods. The focus of this study was on the implementation of the flipped classroom approach, where students watched educational videos from YouTube before class, so that class time could be used for interactive and practical activities. Two eleventh-grade classes were selected as the experimental and control groups, using a quantitative method with a quasi-experimental approach. The experimental group received instruction through the flipped classroom method using YouTube videos, while the control group followed traditional instruction. Data were collected through pre-tests and post-tests assessing listening skills and were analyzed using descriptive and inferential statistics, including t-tests. Supported by a medium effect size (Cohen’s d = 0.61), the findings indicated that the experimental group showed statistically significant improvements in listening skills. Thus, integrating YouTube in a flipped classroom setting effectively improved students’ listening comprehension and offered a student-centered, engaging, and flexible learning experience.
Teaching Strategies Preferences of Male and Female English Teacher in SMPN 4 Singaraja
The aim of this research is to obtain a profile of the most frequently used teaching strategies most frequently used by teachers based on the perspectives of two different genders; male and female. The strategies being observed were focused on the teaching strategies recommended by the new curriculum; Merdeka Curriculum. Data collection were done within 3 different instruments; teaching strategy checklist, observation checklist, and in-depth interview guide. This research involved one male teacher and one female teacher, conducted in SMPN 4 Singaraja. The findings showed that male teacher is tend to applied Deductive Application of Rules, a strategy part of Grammar Translation Method. On the other hand, female teacher sowed preferences in Guided Discovery strategy. Both of the teacher stated that the reason underlying their preferences is because of the material taught on the day and the students’ characteristics. This research also found that both of the teacher frequently applied social affective strategy, where teacher maintain students’ learning process by emphasizing the socio-emotional aspects. The findings can inform teacher training programs to tailor strategy selection based on both curriculum demands and the diverse instructional preferences of educators.
The Effect of Subtitled Videos Combined with the Flipped Classroom Method on Students’ Reading Comprehension
This study aims to explore the effect of integrating subtitled videos with the flipped classroom method on students' reading comprehension. This is because many Indonesian students still face challenges due to limited vocabulary, poor grammar mastery, and low motivation, even though reading comprehension plays a crucial role in English language acquisition. A quasi-experimental design was used in this study, involving two groups of eleventh-grade students at SMA Negeri 1 Seririt. The two groups were an experimental group treated with subtitled videos using the flipped classroom method and a control group receiving traditional printed text instruction. The findings of this study showed a statistically significant difference in post-test scores between the two groups, with the experimental group being higher than the control group. Thus, the implementation of subtitled videos allows students to access the content repeatedly and engage visually and textually. Meanwhile, the flipped classroom approach increases students' active participation and self-directed learning. These results indicate that combining subtitled videos with flipped classroom instruction effectively improves reading comprehension. Also, these results demonstrate the potential of student-centered, multimedia-enhanced strategies to enrich language learning and offer practical implications for future instructional design.
Myths and Gender Relations in Short Stories When Mothers Come by Dwi Ratih Ramadhany
The short story "When Mother Comes" by Dwi Ratih Ramadhany presents the figure of a mother from three generations who has to grapple with dilemmas in her life, which then shows the gender relations between the characters. Dwi Ratih Ramadhany who is a female writer born in Sampang, Madura who raises many female themes in her work. The short story "When Mother Comes" is told through a simple plot through the arrival of a mother to her child's house, when her child gives birth. This study concludes that there are a number of myths that the Mother character brings as the old generation, to the I, as the new generation. These myths include the myth of 'fighting the mother makes the child go to hell', the myth of 'the baby's urine is put in a jug', the myth 'the breast is infested with jinn and demons so that the child does not want to breastfeed'. Meanwhile, the gender relations that emerge in this short story are divided into two, the first is that perpetuates gender stereotypes, namely, associating domestic tasks with female characters, demonizing female characters as grumpy monsters, positioning male characters as more rational parties in the midst of the absence of these characters in family debates, while the second is breaking gender stereotypes seen in the “I” character who has agency and critical power to question the gender stereotypes imposed on her.
Developing Vocabulary Learning Cards with Islamic Contexts for Indonesian Muslim Young Learners
This study explores the development of English word cards integrated with Islamic perspectives as vocabulary learning media for Muslim young learners in Indonesia. Using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—the research aims to provide culturally relevant materials that align with learners’ religious values. The resulting product consists of 26 double-sided alphabet-based cards featuring Islamic vocabulary, visual aids, and contextual Quranic references. Conducted in three Islamic elementary schools, the development process included needs analysis, expert validation, and trials involving students and teachers. Data were collected through questionnaires, interviews, observation, and pre-test/post-test instruments. Results showed significant improvement in vocabulary acquisition, student engagement, and learning motivation. Expert validation yielded an average score of 89%, and practicality assessment reached 80.6%. The paired sample t-test confirmed the effectiveness of the media. This research contributes to the integration of language instruction with character and faith development in Islamic educational settings.
Communicating Ideal Social Institution: A Reading of Francis Bacon’s Of Judicature
Francis Bacon's essay "Of Judicature" is a probe into valuable insights regarding the office of a judge and the concept of justice. Bacon emphasizes the importance of judges being knowledgeable, impartial, and courageous in their decision-making. They should possess a deep understanding of the law and its applications. He considers a Judge’s position as a reasonable centre holding the faith and trust of the people in a society. Judges play a crucial role in upholding justice and ensuring that the legal system functions fairly and efficiently. Bacon stresses the need for judges to maintain their integrity and independence, avoiding external influences and personal biases. The Essay “Of Judicature”, views justice as a fundamental principle of society, which is essential for maintaining order and stability, where he highlights the importance of justice. The present paper offers a reading of Bacon’s ‘Of Judicature’ in understanding the Office of Judges as an important social institution in guiding the people to opt for the right action on the right path and constructively strengthening the human psychology in institutionalizing faith and trust of the people in the legal system.
The Use of Animated Video Media in Teaching Fairy Tales to Lower Grade Students at MI Ma’arif NU 01 Kajongan
The use of fairy tale materials in Indonesian language instruction is aimed at achieving predetermined competency standards. To meet these standards, a solid understanding of theoretical concepts is essential. In order to minimize misunderstandings in the delivery of theoretical content, the use of appropriate instructional media is necessary. This study aims to describe the implementation of animated video media in teaching fairy tale content to lower grade students. Employing a qualitative research method with a case study approach, the study was conducted at MI Ma’arif NU 01 Kajongan. Data were collected through observation, interviews, and documentation. Data analysis was carried out using an interactive model comprising data reduction, data display, and conclusion drawing. The findings indicate that teachers are able to integrate animated video media effectively in the instruction of fairy tales by adhering to key principles of media utilization during the planning, implementation, and evaluation phases. These findings imply that incorporating engaging multimedia resources can enhance young learners’ comprehension and motivation in language learning.
Social Media’s Impact on Indonesian Language Literacy Among SDN 1 Purbalingga Lor Students
Literacy skills in the Indonesian language are defined as an individual's ability to understand, use, and analyse Indonesian in various contexts. With diverse features such as text, images, and videos, social media is considered capable of providing an interactive space for reading, writing, discussing, and enriching vocabulary and language comprehension. However, the use of social media by students is predominantly dominated by entertainment activities that offer minimal educational value. The content consumed often employs non-standard language, excessive abbreviations, or even disregards grammatical rules. This study employs descriptive qualitative research. The subjects of this research are 34 fifth-grade students from SDN 1 Purbalingga Lor, comprising 22 female and 12 male students. Data will be collected through three methods: observation, interviews, and literature review. The findings of this research indicate that social media has a complex influence on the Indonesian language literacy skills of students at SDN 1 Purbalingga Lor. The positive impacts of social media include the enhancement of language skills such as increased accessibility, language opportunities, and content creation. However, the challenges faced include the use of non-standard language, a decline in language skills, and difficulties in processing information, which can hinder formal learning.
Critical Thinking and Productive Language Skills: A Literature-Based Approach
In the evolving landscape of higher education, the development of critical thinking (CT) has emerged as a fundamental educational objective, particularly in foreign language instruction. While considerable attention has been given to integrating CT into receptive language activities such as reading and listening, productive skills—namely speaking and writing—remain underexplored in this regard. This article investigates the effectiveness of targeted instructional strategies and technologies designed to foster CT during productive language learning tasks. Drawing on a structured framework encompassing mental operations and cognitive phases (activation, comprehension, and reflection), this study identifies and systematizes pedagogical methods that simultaneously develop linguistic proficiency and CT competencies. These include essay writing, structured discussion, conceptual mapping, clustering, annotation, forecasting, and project-based learning, all aligned with higher-order cognitive functions such as analysis, synthesis, evaluation, and decision-making. The study concludes that intentional integration of CT-promoting strategies into productive language skills instruction significantly enhances learner engagement, autonomy, and cognitive agility. The findings underscore the need for continued pedagogical innovation and offer practical implications for language educators aiming to bridge linguistic and critical competencies in university settings.
When Words Fail: Exploring Speaking Anxiety Among ESL Learners
This study examined the speaking anxiety levels and sources among 130 English as a Second Language (ESL) students at Universitas Pamulang, across basic and intermediate courses. Speaking competence is crucial in today's globalized world, yet anxiety often hinders learners' confidence and participation. Using a quantitative survey, the adapted "Sources of Speaking Anxiety for Learners of English as a Second Language Scale" by Young (1990) was administered. Descriptive statistics, t-tests, and ANOVA were used to analyze the data, looking at anxiety levels and their connection to gender and proficiency. Results showed that over half of the students (53.49%) experienced some speaking anxiety. Interestingly, no significant differences were found based on gender or overall proficiency, except for one specific item: intermediate learners showed higher anxiety when interacting with peers of the opposite sex. The primary sources of anxiety identified were fear of making mistakes, unfamiliarity with topics, fear of evaluation, and limited vocabulary. Conversely, speaking with classmates and engaging in role-play activities were less anxiety-provoking. These findings highlight the need for educators to address both the psychological and teaching aspects of language instruction. The study recommends implementing learner-centered approaches, interactive speaking tasks, and supportive classroom environments to alleviate performance pressure. The results have implications for developing more inclusive and effective ESL instruction, especially where students have limited English exposure outside the classroom. Future research could benefit from qualitative data and larger, more diverse samples.
Exploring Teachers’ Motivational Strategies: Validation and Application of the Teachers’ Student Motivation Scale (TSMS)
This study investigates the motivational strategies employed by teachers through the application of the Teachers’ Student Motivation Scale (TSMS), a psychometrically validated instrument designed to assess teachers’ approaches to student motivation. The TSMS comprises 32 scenario-based items categorized into four sub-dimensions: high-level control, moderate-level control, moderate-level autonomy support, and high-level autonomy support. Utilizing a 5-point Likert scale, the scale captures the frequency and appropriateness of teachers’ motivational behaviors. The study evaluates the reliability and validity of the TSMS, reporting satisfactory internal consistency (Cronbach’s alpha ranging from 0.75 to 0.78 across sub-dimensions) and significant correlations with the Student Locus of Control Scale, indicating meaningful relationships between motivational strategies and students’ locus of control. Data analysis, including independent samples t-tests, explores variations in motivational strategies by teacher gender. Findings highlight the role of control and autonomy-supportive strategies in fostering student motivation, with implications for teacher training and educational practice. This research contributes to the understanding of motivational aspects in educational settings and offers an appropriate tool for future studies.
Teachers’ Student Motivation Scale (TSMS)
Analyzing Coherence and Cohesion in Eleventh Graders’ Descriptive Paragraphs at SMA N 1 Sawan
This study aimed to analyze how eleventh-grade students of SMA Negeri 1 Sawan in the 2024/2025 academic year construct coherent paragraphs and how they apply cohesive devices in their writing. This study employed a mixed-methods approach, which combines qualitative and quantitative descriptive techniques. Data collection was carried out through the documentation of 22 paragraphs written by students, but only 20 of these paragraphs met the analysis criteria. The main instruments in this study were the coherence assessment rubric and the cohesion frequency table. According to the findings of this study, 90% of the paragraphs were found to be coherent, with an average coherence score of 84.35%. However, 10% did not have adequate coherence. The most frequently used cohesive devices included references, substitutions, ellipsis, conjunctions, and lexical cohesion, with references and conjunctions being the most prevalent. These findings highlight the importance of targeted teaching strategies in enhancing students' writing competence, particularly in developing logical flow and sentence connectivity within an academic context. Therefore, this study concludes that although most students can construct coherent and cohesive descriptive paragraphs, there is still a need for improvement in the application and variation of cohesive devices.
Empowering Listening Comprehension through Pre-Listening Strategies: An Action Research Study on EFL Learners
Listening comprehension remains one of the most challenging language skills for English as a Foreign Language (EFL) learners. This action research study explores the impact of pre-listening language learning strategies on the listening comprehension skills of first-semester students at Universitas Pamulang. A total of 35 students participated in a structured intervention comprising three cycles of strategy-based listening instruction. Data were collected through observation forms, researcher-practitioner journals, and semi-structured interviews. Descriptive and content analyses were employed to interpret the data. The findings reveal that the explicit teaching of pre-listening strategies significantly improved learners’ motivation, comprehension, and engagement with listening tasks. Students reported increased confidence, enhanced understanding of listening texts, and reduced anxiety. Although a few learners faced challenges in recalling prior knowledge or vocabulary, the majority expressed positive attitudes toward the approach. The study highlights the value of incorporating pre-listening strategies as an integral component of EFL instruction to support listening development and learner autonomy.
Reading Comprehension Challenges Among Bilingual Students: Teachers’ Perspectives and Pedagogical Recommendations
Reading comprehension is a fundamental component of academic success, yet bilingual students often face distinct challenges in this area, particularly in contexts where the language of instruction differs from their home language. This qualitative study investigates the reading comprehension difficulties encountered by bilingual primary school students in Indonesia, drawing on the experiences and insights of 20 classroom teachers from Tangerang Selatan, Banten. Through semi-structured interviews, the study identifies key barriers to comprehension including limited vocabulary, language interference, and low parental involvement—factors often exacerbated by socioeconomic constraints and large family sizes. The study also explores the impact of these difficulties on students’ performance in other subjects, as well as the strategies teachers employ to mitigate these challenges. Teachers propose solutions such as adapting textbooks, increasing family engagement, providing professional development in bilingual education, and enhancing early childhood programs. These findings contribute to a nuanced understanding of bilingual students' literacy development in Indonesia and underscore the need for context-sensitive educational interventions.