International Conference English Language Education For Undergraduate Students
The Correlation Between ChatGPT Usage and University Students' Writing Proficiency
Technological advancements have made academic tasks more efficient for university students. One such innovation is ChatGPT, an AI based tool that helps generate text, suggest sentences, and correct grammar. However, the use of ChatGPT also raises considerations regarding its correlation with students’ writing proficiency. This study aims to find out the correlation between the usage of ChatGPT and students’ university writing proficiency in English. The study used a quantitative approach with a correlational design. A total of 25 students from the English Education study program who had used ChatGPT in academic writing tasks participated in this research. Data were collected through questionnaires and writing scores. The questionnaire explored how often students used ChatGPT, for what purposes, and what benefits they experienced. The writing scores were taken from the Essay Writing course, reflecting students’ academic essay writing proficiency as assessed by the lecturer. The result of this study shows that there is no significant correlation between the frequency of ChatGPT usage and students’ writing proficiency. The Spearman correlation coefficient was r = 0.017 with a significance level of p = 0.936 (p > 0.05), indicating a very weak and statistically insignificant correlation. This suggests that using ChatGPT more often does not necessarily improve writing performance. ChatGPT may support the writing process, but its impact depends on how it is used.
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The Use of Directive Speech Act and Their Influence on Student Engagement
The language used by teachers in the classroom plays an important role in encouraging student engagement, especially in learning English as a Foreign Language (EFL). This study aims to analyze the use of directive speech acts by English teachers and how these forms of speech affect student engagement in the classroom. This study refers to Searle's classification of illocutionary acts which groups directives into several types, namely: commands, requests, suggestions, advice, instructions, and warnings. In addition, Walsh's theory is used as a basis for analyzing student engagement from three dimensions: interactional, affective, and cognitive. This study uses a qualitative case study approach, with data collection techniques in the form of observation, audio recordings, focus group discussions, and semi-structured interviews with teachers and students. Observation instruments were prepared to record the types and styles of directive delivery, as well as students' responses to the speech. The results of the analysis show that directives delivered politely and directly, such as suggestions or requests, tend to increase students' voluntary participation and cognitive engagement. In contrast, directives that are direct commands or warnings often produce passive or limited responses. These findings emphasize the importance of teachers' language use strategies in creating interactions that support student engagement. The implications of this research can be applied in teacher training and the development of English teaching practices in higher education contexts.
Students’ Perception About the Use of YouTube Video for Improving the Student's Learning English Interest
Technological advancements have significantly impacted the field of education, one of which is the use of YouTube as a learning platform. This study aims to examine students’ perceptions and their level of interest in learning English after using YouTube videos as a learning medium. The research employed a descriptive quantitative approach involving 36 tenth-grade students at SMA Pawiyatan Dhaha as respondents. Data collection was conducted using a closed-ended questionnaire with a five-point Likert scale. The data were analyzed using descriptive statistics, including mean, frequency, and percentage. Validity testing showed that 18 out of 19 questionnaire items were valid, with a Corrected Item-Total Correlation value greater than 0.30. The reliability test showed a Cronbach’s Alpha value of 0.908, indicating a very high level of reliability. The results revealed that the majority of students had a positive perception of using YouTube in English learning. The average questionnaire score was 62.53, with the mode score being 66 (frequency 16.67%). Students reported that YouTube videos were engaging, easy to understand, and helped them grasp English material more contextually. Furthermore, students felt more enthusiastic and motivated to learn through this medium. The findings support the Technology Acceptance Model (TAM) and align with expert opinions regarding the effectiveness of interactive visual media in enhancing learning motivation and interest. Therefore, YouTube is proven to be an effective educational tool that can improve students’ positive perceptions and interest in learning English.
An Analysis of Difficulties of Teaching English in Online Class at World English Course
This study aims to analyze the difficulties of teaching English in online classes at World English Course, a language institution in East Java. This study uses a qualitative descriptive method with a limited case study design. Semi-structured interviews with two experienced tutors were used as data collection techniques. Data from the semi-structured interviews will be analyzed using thematic analysis, following a six-phase methodological framework. And based on the theoretical perspective of Technology Pedagogical Content Knowledge (TPACK) and the Community of Inquiry (CoI) framework to analyze these difficulties. The results of this study indicate three main difficulties: barriers to sustainable technology and lack of infrastructure, significant difficulties in maintaining student engagement and building meaningful interactions in online classes, and inherent difficulties in adapting conventional face-to-face pedagogical practices to digital platforms. These difficulties indicate that online English learning at World English is a complex and multi-layered process, heavily influenced by dynamic interactions, pedagogy, and technological factors, all of which have a direct impact on the learning environment and outcomes. The identified problems require intervention strategies to improve the quality and effectiveness of online English teaching. The research concludes with actionable suggestions for World English Course, including creating targeted teaching methods for online education, enhancing student assistance throughout the online learning journey, investigating more flexible online platforms, and implementing simultaneous training for educators of online classes. The research additionally indicates avenues for future studies, including examining particular interventions and increasing participant numbers, to enhance the effectiveness of online English teaching.
Exploring the Use of Digital Game in Learning Listening Skills for the Eleventh Graders of Senior High School 1 Punggur
This research aims to explore the use of digital games in learning English listening skills for grade XI students at Senior High School 1 Punggur. The main focus of this research is to identify the types of digital games used by students, their experiences in using digital games as learning media, as well as the contribution of digital games to students’ listening skills.This research used a qualitative method with a case study approach. Data were collected through semi-structured interviews, direct observation, and documentation, with participants as many as six grade XI students who have experience using digital games in English learning.The results showed that students played various digital games containing English elements like instructions, dialogue, and player interaction. The digital games also enrich vocabulary and help students get used to listening to conversations in various contexts and English accents. These games positively impacted four listening skills: ability to focus, general understanding, listening response, and accuracy of listening.. Thus, digital games have the potential to be an effective and fun learning media in improving students’ listening skills, especially when used wisely and in a balanced manner.
The Conversational Throne: Analyzing the Impact of Casual Language on Power Dynamics in The Late Late Show With James Corden's Carpool Karaoke.
This study aims to investigate how the use of casual language affects power dynamics in conversations and how this relates to politeness strategies within a discourse analysis framework. The topic was chosen because informal communication practices are increasingly common in the era of digital media and contemporary entertainment, yet their impact on power structures in social interactions remains under-researched. Specifically, this study focuses on how participants use informal language to maintain, enhance, or negotiate dominant social positions in various public conversation contexts. A qualitative approach using Teun A. van Dijk's Discourse Analysis (DA) framework will be employed, with data collected from conversation transcripts of social media interactions. Specifically, two YouTube videos from The Late Late Show with James Corden's Carpool Karaoke will be examined: "Justin Bieber Carpool Karaoke" and "Justin Bieber Carpool Karaoke Vol. 2." Forms of politeness strategies, such as positive politeness, will be identified, and the power relations formed through the choice of casual language used by the two characters will be mapped. This study is based on the main question of how forms of casual language are used in verbal interactions involving comforting interlocutors and maintaining power. The results show that casual language does not necessarily reflect equality; rather, it can serve as a strategic tool to establish intimacy or maintain dominance depending on the user and context. Individuals with authority who use positive politeness tend to reinforce participative leadership, while casual language from subordinates can be a veiled rejection of hierarchical structures. These findings confirm that politeness strategies and casual language play an important role in shaping and shifting power relations in everyday communication, especially in entertainment and popular media.
EFL Students’ Perceptions of Autonomous English Learning through Social Media Platforms: A Descriptive Quantitative Study
This research aims to explore the views of English Foreign Learners (EFL) on independent English learning via social media platforms, particularly Instagram, TikTok, and YouTube. The research aims to comprehend how students regard these platforms as resources for self-directed learning and to determine elements that shape their viewpoints. A descriptive quantitative approach was utilized, involving 40 participants between the ages of 13 and 28 who filled out a Google Form survey comprising 23 valid items following validity testing. The data was analyzed using SPSS software to generate descriptive statistics reflecting the opinions and experiences of the students. The findings indicate that most students believe social media is an effective tool for learning English independently. They believe social media provides them with freedom and engaging content that enhances their language abilities. The most favoured content types are brief videos showcasing daily phrases and vocabulary-enhancing videos that include subtitles. Perceptions are shaped by various elements, including previous learning experiences, digital competence, individual motivation, and the credibility of content creators. Although social media is seen as a beneficial supplement, the majority of respondents concur that it cannot entirely substitute for traditional classroom education. These results suggest that to enhance autonomous English learning, educators and content creators need to offer resources that fulfil student needs and leverage the benefits of social media.
The Constructing Teenage Identitiy Through Language A Discourse Analysis of TikTok Content
This research was carried out to investigate the ways in which young people communicate on TikTok to form and share their social identities. The primary emphasis is on how various language elements like slang, tone, rhythm, and speaking style are untilized not merely to express meanings but also to reveal individual and collective identities within a digital community of youth. A qualitative descriptive methodology was adopted, applying a discourse analysis framework. The information was gathered from a TikTok video titled “How Language Shapes Identitiy and Development” shared by @etymologynerd, which examines how a person’s accent, language background, and upbringing contribute to identity development. This video was chosen because of its significant resonance with teenage viewers and its incorporation of language features relevant to youth , such as uptalk , casual fillers, and vivid expression. The analysis involved looking at the linguistic style of the creator and the interactions within the comments section. The result indicate that the speaker blends educational content with language cues that resonate with teenagers, while the comments reflect how young people use language to express shared identity. These findings demonstrate that TikTok is an engaging platform where language and identity come together. It is anticipated that this research will enhance the understanding of how communication in digital platforms influences and mirrors the identity of teenagers in modern society.
Student Perception of Using HelloTalk to Improve Speaking Skill in B2 Class at LC
This research explores students’ perceptions of using HelloTalk, a mobile-based language learning application, to improve their English speaking skills in the B2 class at LC. With the growing presence of technology in education, HelloTalk offers learners opportunities to engage in real-time communication with native and fluent speakers, which supports speaking fluency and confidence. The aim of this study is to investigate how students perceive the use of HelloTalk in terms of its effectiveness, challenges, and overall impact on their speaking development. The study uses a descriptive quantitative method by distributing a questionnaire to 9 students who used HelloTalk actively over a one-week period. The questionnaire was designed to gather information about their learning experiences, including perceived benefits, ease of use, and motivational factors. The results reveal that most students have a positive perception of HelloTalk. They reported increased speaking fluency, improved vocabulary acquisition, and greater confidence when initiating conversations in English. Some students also mentioned that HelloTalk provided a more relaxed environment for practicing English compared to classroom settings. However, several participants experienced challenges such as limited response from native speakers and internet connectivity issues. Despite these minor drawbacks, the majority of respondents agreed that HelloTalk helped them become more active and confident English speakers. The findings suggest that integrating mobile-assisted language learning tools like HelloTalk into English instruction can enhance students’ speaking skills and increase their engagement in language practice beyond the classroom.
The Analyzing Dove Advertisement Using Van Dijk’s Model: A Discourse Analysis Study
Abstract This study aims to examine the hidden ideologies and power structures within a Dove advertisement using Teun A. van Dijk’s discourse analysis model, as introduced in the Discourse Analysis course. The research explores how linguistic and visual elements collaborate to construct social meanings related to beauty, gender, and consumer culture. It aims to reveal how everyday media, particularly advertising, subtly shapes public perception and reinforces cultural norms. The analysis uses Van Dijk’s framework: microstructure, mesostructure, and macrostructure. At the microstructure level, the ad employs specific lexical items such as “nourish,” “natural,” and “new,” which suggest care, purity, and innovation. These word choices portray the product as gentle, essential, and beneficial for self-care. At the mesostructure level, the advertisement features a smiling woman with flawless skin, wrapped in a white towel, visuals that support the text and convey conventional ideals of feminine beauty. At the macrostructure level, the message reflects broader cultural narratives, implying that a woman’s identity and social value are closely tied to her physical appearance and the products she uses. The findings indicate that the advertisement is not merely promoting a skincare item, but also reproducing gender-based ideologies and consumerist messages. Through subtle associations, it influences how audiences perceive beauty and femininity. This research emphasizes the importance of critical media literacy in language education, encouraging students to question how language and imagery influence thought, belief, and behavior in everyday life. Key words: discourse analysis, Van Dijk, Dove advertisement, ideology, media literacy
A Case Study of English Teacher's Strategies in Implementing Task-Based Learning at SMAN 1 Plemahan
Abstract This study investigates the strategies used by an English teacher at SMAN 1 Plemahan in implementing Task-Based Learning (TBL) during English lessons. The idea for this research came from the observation that, although TBL is widely discussed in theory, its real application in Indonesian high school classrooms is still not commonly documented. The aim of this study is to describe how the teacher applies TBL, including how tasks are planned, delivered, and assessed, as well as the challenges faced during implementation. This research uses a qualitative case study approach. Data were collected through an in-depth interview with one English teacher and supported by documentation such as lesson plans and task instructions. Initially, classroom observation was planned, but due to schedule limitations, the data collection focused on interview and document analysis. The findings show that the teacher tends to place TBL activities at the end of a unit, such as video projects and group role plays, allowing students to apply what they have learned in a creative way. The teacher provides guidance without limiting student's ideas, and tasks are often prepared a week in advance. Although some challenges were noted like noise disruptions or time constraints, students responded positively and participated enthusiastically. The study concludes that TBL, when applied with flexibility and planning, can help improve student engagement and support language development in an enjoyable and meaningful way.
Investigating the Correlation Between EFL Learners’ Perceptions of Teaching Methods and Their Sentence Construction Ability
This study aims to investigate the correlation between students’ perceptions of teaching methods and their ability to construct sentences in English. A quantitative correlational approach was applied to 33 eighth-grade students from SMPN 3 Wates. Students’ perceptions were measured using a validated questionnaire consisting of 19 items, while their sentence construction ability was assessed through a short paragraph writing task. The written work was evaluated holistically based on sentence structure, variety, clarity, vocabulary use, and proper punctuation. To provide additional context, a semi-structured interview was also conducted with the English teacher to gain insight into the instructional methods commonly used in the classroom. The Pearson correlation analysis showed a very strong and statistically significant relationship between the two variables, with a correlation coefficient of r = 0.773 and a significance value of p = 0.000. These results indicate that students who perceive their teacher’s instructional methods positively tend to demonstrate stronger sentence construction skills, highlighting the importance of aligning teaching approaches with students’ learning perceptions.
Exploring English Learners’ Engagement in Community Discussions on a Social Media Platform
Most studies have demonstrated that social media plays a significant role in facilitating the development of informal language learning. In recent years, social media has become more than just a medium for entertainment; it is also a space where individuals discuss, share ideas, and learn from each other. This study aims to identify the types of English-related discussions that occur on X (formerly Twitter) and to examine how these interactions affect learners’ behavioural, cognitive, and emotional engagement in informal language learning. Analysis was conducted on 15 selected tweets discussing English topics, specifically those involving replies and ongoing conversations. A qualitative case study approach was used because it is appropriate for exploring social phenomena in a natural digital context. The X platform was chosen because it enables spontaneous and realistic language practice in everyday situations. Data were collected through observation and interviews with two participants who actively use X to learn English. The findings show that EFL learners share expressions, idioms, and slang to be used directly in everyday communication, indicating behavioural engagement. They also exchange learning tips (cognitive engagement) and provide support to each other (emotional engagement). These interactions create an informal learning environment that fosters language development and self-confidence. The findings recommend that English teachers consider utilizing social media, especially X, as a means to encourage students to learn contextually and actively outside the classroom. In this way, learning becomes more relevant, enjoyable, and aligned with today's students' digital habits.
A Constructing Identity on Social Media: A Discourse Analysis of Personal Branding on TikTok
This study explores how TikTok creators construct their identities through strategic language use and interaction with their audiences. Employing discourse analysis, the research examines the linguistic choices and politeness strategies creators utilize to shape personal branding and manage digital self-presentation. The findings reveal that identity on TikTok is a dynamic and co-constructed process, involving both the creator’s intentional performance and active audience engagement through comments, likes, and duets. Creators balance authenticity with strategic branding, using a mix of speech acts and politeness techniques to appear relatable yet persuasive. This study highlights the complex interplay between language, identity, and social interaction in digital spaces, demonstrating that personal branding on TikTok is not merely self-promotion but a socially negotiated performance that continuously adapts to audience feedback and platform dynamics. The insights contribute to understanding the role of discourse in shaping online identities in contemporary social media environments.
The Correlation Between Students' Learning Strategies and Students' Thinking Style Toward Their English Learning Outcome
This study aims to determine the correlation between students’ learning strategies and their thinking styles toward their English learning outcomes. As English becomes increasingly important as a global skill and a key to academic success, understanding how students learn and process information is crucial for improving instructional practices. The research was conducted among 32 seventh-grade students at a junior high school using a quantitative correlational method. Data were collected through validated questionnaires measuring learning strategies and thinking styles, while students’ English learning outcomes were obtained from their academic records. The results showed a significant positive relationship between learning strategies and English learning outcomes. This indicates that students who apply effective learning strategies tend to achieve better academic results. Furthermore, a relationship was also found between thinking styles and learning outcomes, particularly among students who demonstrate specific cognitive approaches in their learning processes.The study concludes that learning strategies and thinking styles play an important role in students’ success in learning English. These findings emphasize the importance for educators to understand students’ learning characteristics in order to design more effective and appropriate teaching methods. Further research is recommended to explore this relationship in broader educational contexts and to support the development of adaptive, student-centered learning strategies.
Students’ Perception of the One-Month Intensive Bilingual English Program at HEC-1
This study explores students’ perceptions of bilingual instruction in a one-month English course at HEC-1, a non-formal English learning program in Pare, Kediri. There are speaking groups, grammar and vocabulary lessons, and a study club as part of the course. Teachers often switch between Indonesian and English to help students understand, even though the school encourages them to use English. The study is mostly about how students feel about this bilingual method, especially when it comes to understanding, confidence, and motivation. This study is based on two theories: Robbins and Judge's theory of perception, which says that people react to experiences based on how they see them, and García and Wei's theory of translanguaging, which says that students use two languages in different ways to help them understand and communicate in school. Five students were interviewed to get the data, which was then analyzed using theme analysis. The results showed that teaching students in two languages greatly improved their understanding, especially in grammar and vocabulary, and gave them more courage to speak up and take part in class. Students liked how clear the lessons were and how helpful the environment was. They also offered ways to make things better, like setting up structured study sessions in the evening and making sure that the camp only spoke English. These ideas back up the strategic use of bilingual teaching in short-term English classes that aren't formal. These insights support the strategic use of bilingual instruction in short-term non-formal English programs.
The Influence of Group Dynamics on Students' Participation in English Class Discussion
This paper describes the influence of group dynamics on students' engagement in conversations about learning English. While previous research has often focused on cultural or individual factors like personality and self-confidence, this study focuses on group characteristics including leadership roles, group reinforcement, and group cohesion. The goal is to find out how these internal interactions affect students' propensity to engage in learning activities. As part of a qualitative case study design, data were collected through classroom observations and semi-structured interviews with undergraduate students during a collaborative drama project in an Intro to Literature course. The primary subjects of data collection were group behavior patterns, leadership, and the individual experiences of students during group discussions. The findings of the study provide credence to the idea that group dynamics significantly affect students' participation and engagement in class discussions in English. Important elements like inclusive norms, peer support, and collaborative leadership provide a supportive environment for active learning. (Dörnyei & Malderez, 1997).
Humanistic Approaches and Positive Reinforcement in EFL Learning in Kampung Inggris Pare: Implementing Krashen’s Affective Filter Hypothesis
Abstract For 48 years, Kampung Inggris Pare has become one of the major centers of EFL learning in which English teachers in Indonesia can implement numerous methods in supporting the EFL learners. As an English tutor who has been teaching EFL learners of different ages, the researcher highlights to the psychological approaches to develop and maintain the students’ intrinsic motivation which is believed as the major factor in their foreign language acquisition process. This research aims to discuss the role of psychological aspects in language learning, how they are important for increasing language skills and confidence of students, and how to implement them based on Krashen’s (1982) affective filter hypotesis. The participants in this study were tutors from English Domestic, Alfalfa, Dominic English and Garlint English Course. Qualitative method is used in this study, with data collected through in-depth interviews and audio recordings. The results of this study highlight that emphasis on psychological factors concerning the EFL learning by incorporating psychology principles through a humanistic approach and positive reinforcement would be required for teaching practice to achieve more effective and personalized education possible. Research also highlights to the importance of looking beyond pragmatic forms of learning to more social and emotional forms to address the supports learners’ need to acquire language through personalized feedback. Kampung Inggris Pare was chosen for this study to give a contribution to the existing literature that investigates EFL teaching practices; thus, offer new perspectives to improve the learning experience of EFL learners in non English-speaking countries. Key words: EFL Learning, Intrinsic Motivation, Affective Filter Hypothesis, Humanistic Approach, Positive Reinforcement
Exploring the Differences and Similarities Between Kurikulum Merdeka and the Upcoming Deep Learning Curriculum: A Qualitative Study
Indonesia Education system is undergoing rapid development. Which has raised concern, particulary among future teachers. Kurikulum merdeka, which is designed to offer more flexibility and emphasize student centered learning, has faced several challanges during its implementation. Many parents have expressed confusion and dissatisfaction, feeling that the curriculum curently applied in shcools is not delivering the disired result. Recently, there has been growing interest in a new curriculum based on deep learning, which expected to utilize technology and artificial intelegence to help students achive deeper and more miningful learning. This study aim to exemine the differences and similarities between kurikulum merdeka and the proposed deep learning curriculum. It also explores theacers understanding and perception of both curriculum models. Data collection in this study was carried out trough interviews with a teacers showed limited knowledge abaout deep learning and was unsure how it would be applied in the classroom leraning. This indicates a potencial challenges in the future implementation of the new curriculum. The purpose of this study is to provide useful recomendation for policymakers and curriculum developers to help shcools and theacer prepare for the upcoming curriculum changes. This research is expected to contribute indonesia education sistem in line with modern and international education trends.
The Effect of Visual Images on Junior High School Students’ Speed and Accuracy in Grammar Tests
Grammar is an essential structure in English language learning. However, many junior high school students encounter difficulties in the proper application of grammar rules, particularly when dealing with formal assessments. Texts that are typically long and dense can increase students’ cognitive load and hinder their performance. This study employs a quasi-experimental method with the aim of identifying the extent to which visual images influence the completion time and accuracy of students in completing grammar tests. A total of 40 seventh-grade students from one junior high school in the Gresik region, East Java, Indonesia, were divided into two groups; 20 students in the experimental group (grammar tests accompanied by images), and 20 students in the control group (grammar tests without images). Both groups were administered a pre-test and a post-test, and their completion times were recorded. The data were analyzed using SPSS through paired t-test and independent t-test. The results indicated that students in the experimental group were able to complete the grammar tasks significantly faster than those in the control group. These findings suggest that visual media can assist in reducing students’ cognitive load, thereby making the test easier to comprehend, although not directly improving accuracy. This study offers practical implications for teachers in presenting test formats using visual images to enhance efficiency and student engagement at the junior high school level.
A Discourse Analysis of Speech Acts and Politeness Strategies Used by Jimmy Fallon in “The Tonight Show Starring Jimmy Fallon”
Abstract This study was conducted to examine how Jimmy Fallon uses speech acts and politeness strategies in his interactions with guest stars on "The Tonight Show Starring Jimmy Fallon." The main focus of this study is how language is used not only to convey information, but also to build social relationships and maintain the comfort of the interlocutor. The method used is a qualitative descriptive approach with discourse analysis techniques. Data was obtained from two interview videos on the show's official YouTube channel, namely the episodes with Angelina Jolie and Justin Timberlake. These two episodes were selected because they represent two different types of social relationships, namely formal and casual, allowing for a comparison of the language strategies used by the host in different contexts. Data were analyzed using Austin and Searle's speech act theory and Brown and Levinson's politeness theory. The results of this study indicate that Jimmy Fallon consistently uses expressive and directive speech acts to convey praise, guide the conversation, or lighten the mood with his interlocutors. Additionally, positive politeness strategies are most frequently used, particularly to build rapport and show respect for guests. These findings show that language plays a crucial role in creating effective, polite, and entertaining interactions in the context of entertainment media. These results also show that Jimmy Fallon can change the way he speaks based on how close he is to his guests. He uses supportive and empathetic expressions, such as giving subtle compliments and ensuring that his conversation partner is comfortable, in episodes with Angelina Jolie, which tend to be more formal. Meanwhile, Fallon is more free to use comedy, jokes, and a relax. Direct speaking style in episodes with Justin Timberlake, his close friend. This supports the idea that a person's social context and their relationships with others greatly influence how they speak. Therefore, it is hoped that the findings of this study will enhance our understanding of language use strategies in entertainment media as well as how language shapes social image and dynamics in public communication. Key words: discourse analysis, speech acts, politeness strategies, talk show, media communication.
The Effectiveness of the Guessing Game Method in Improving English Vocabulary Mastery Among Students at Mr. Bob English Camp
1. This study examined the effectiveness of the guessing game method as a treatment to enhance English vocabulary mastery among students enrolled at Mr. Bob English learning camp. A quasi-experimental, one-group pre-test/post-test design, rooted in the principles of Class Action Research, was implemented. The participants consisted of 15 students from the holiday camp program at Mr. Bob English Course Kampung Inggris. These students engaged in daily 10-minute guessing game sessions over a period of 10 days. Each session systematically combined a review of previously learned vocabularies and the introduction of new vocabulary items sourced from the camp’s designated module. English vocabulary mastery was quantitatively evaluated through the administration of a pre-test before the treatment and a post-test immediately following its conclusion. Descriptive statistics were utilized in the data analysis to summarize student performance and the application of a paired samples t-test to determine statistical significance. The findings indicated a statistically significant improvement in students' vocabulary mastery from the pre-test to the post-test, demonstrating the positive impact of the guessing game method. This academic approach appears to be effective in stimulating vocabulary mastery, probably caused by its interactive, engaging, and repetitive pattern, which collectively contributes to enhanced motivation, improved memorization, and reduced forgetfulness. The results suggest that the guessing game offers a valuable and practical tool for educators in intensive language learning environments. 2. This study critically analyzes the discourse of the Pocari Sweat Ramadan advertisement, "Cairan Tubuh Bocor, Emang Bikin Horor," featuring popular Indonesian influencers Fadil Jaidi and Pak Muh. The primary objective is to uncover how this unconventional horror-comedy campaign constructs meaning, persuades its audience, and reflects underlying ideologies related to hydration, Ramadan, and influencer culture within the Indonesian context. Employing a qualitative research design, the study utilizes Teun A. van Dijk's Critical Discourse Analysis (CDA) framework. This approach allows for a multi-layered examination of the advertisement's linguistic and visual elements (micro-level), its production and reception as a social practice (meso-level), and its broader socio-cultural implications, particularly concerning power and ideology (macro-level). Data collection involves textual and visual analysis of the advertisement and contextual information from marketing reports. Preliminary findings suggest that the advertisement strategically leverages a cultural paradox the surge in horror content consumption during Ramadan to break through a saturated market. Through humorously equating dehydration symptoms with horror tropes and utilizing the comedic dynamic of Fadil Jaidi and Pak Muh, the campaign effectively reframes hydration as a critical, even "horrific," concern. The analysis reveals how the ad subtly transmits ideologies of modern Ramadan observance, brand relevance, and the persuasive power of influencer-mediated discourse.
The Development of Animated Video as Teaching Media in English Learning
This study explores the process of developing animated videos as a teaching medium in English language learning. This problem is raised because in this digital era, learning can be acculturated with interactive digital learning media, one of which is animated videos. The use of visual technology such as animated videos is considered to be able to increase students' interest or enthusiasm and understanding of the material. Several previous studies have examined the effectiveness of visual media, but it is still limited to regular videos and not many have developed animations specifically for the context of English language learning. The purpose of this research is to develop a more modern learning style and apply technological advances in learning, especially in English language learning. This research uses a qualitative approach with research and development methods. The main instrument used in data collection is a questionnaire given to students to find out their responses to emerging media and what materials they need. From the questionnaire, the majority of respondents assessed that Grammar material would be easier to understand if it was formed with animated videos. Based on these questions, the researcher made an animated video with grammatical-related material in English. The author will create a learning animation video designed for adolescence to adulthood. This questionnaire will also provide opinions for respondents for the selection of suitable materials. This study concludes that the development of animation video technology as an English learning medium, especially in Grammar materials, is carried out based on the results of questionnaires that show the high need for students to present Grammar materials in a more interactive and fun visual form.
Empowering Students Through Critical Literacy in English Language Teaching
Abstract This study explores the implementation of critical literacy of thinking in English Language Teaching (ELT) as an effort to empower course participants in critical thinking, social awareness and active learning skills. Critical literacy goes beyond grammar and vocabulary, guiding participants to examine texts in depth, interpret implied meanings, and understand how language reflects power relation and social norms. This research adopts a qualitative approach, with active participants of an English language course institution in Pare. Data were collected through classroom observation, participant interviews, and document analysis. Instruments used include observation sheets, interview guidelines, and reflective journals. Data validity was ensured through source triangulation and member checking. The core strategy of implementing critical literacy of thinking involves encouraging participants to pose critical questions, interpret various types of texts, express alternative viewpoints and be cross-source checking. These activities enhance participants’ ability to identify bias, reflect on perception, and evaluate personal beliefs. The findings reveal that integrating critical literacy of thinking in ELT not only strengthens language skills but also connects English learning with real-world social issues. With adequate support and adaptive teaching methods, critical literacy of thinking can become an important part of inclusive and reflective learning in course institutions, despite challenges such as limited resources and insufficient tutor training. Keywords: Critical literacy, English Language Teaching, Student empowerment, Critical thinking, classroom pedagogies
The Correlation Between Frequency of Using English Subtitles and Perceived Speed of Spoken English in Films Toward Students’ Perception of Listening Comprehension
This study examines the correlation between the frequency of English subtitle use and perceived spoken English rate in movies on students’ perceptions of listening comprehension. In this digital era, audiovisual media such as English-language movies offer abundant exposure to authentic language input, yet many EFL learners continue to face challenges in understanding native speech, mainly due to fast delivery and unfamiliar pronunciation. Subtitles—especially subtitles in the same language (English)—are increasingly being used to bridge this gap, potentially improving students’ vocabulary, pronunciation, and listening confidence. This quantitative study involved 42 eighth-grade students from a junior high school in Kediri. Data were collected using a structured questionnaire covering three main variables: frequency of subtitle use, perceived spoken English rate in movies, and perceived listening comprehension. The results of this study showed that the frequency of English subtitle use significantly influenced students’ perceptions of their listening ability, while perceived spoken English rate did not show a statistically significant direct effect. These results suggest that consistent use of subtitles helps students better adapt to native speech and fosters better listening comprehension. This study supports the use of subtitled films as an effective supplement in English as a second language (EFL) classrooms. Future research could expand on this study by exploring different types of subtitles or broader populations to deepen our understanding of media-assisted language acquisition.