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This study aims to explore the influence of formal language skills on the use of slang among first-semester students in the English Language and Literature Education Program at Muhammadiyah University Maumere. The method used in this study is a descriptive qualitative approach with subjects consisting of first-year students. Information was collected through observation, questionnaire distribution, and brief interviews about daily language use habits and academic contexts. The findings of this study indicate that the majority of students actively use slang when interacting informally, especially when communicating with peers and on social media platforms. The use of slang serves as a way to express identity, build social solidarity, and facilitate social adjustment. However, deficiencies in formal language skills make it difficult for some students to recognize the appropriate use of language in context, so that elements of slang often creep into academic situations, such as in class discussions and assignment writing. This study concludes that formal language skills have an impact on the use of slang. Students with high formal language skills tend to be better at switching between language varieties according to context, while those with low formal skills are at greater risk of mixing them up.

This study aims to explore the influence of formal language skills on the use of slang among first-semester students in the English Language and Literature Education Program at Muhammadiyah University Maumere. The method used in this study is a descriptive qualitative approach with subjects consisting of first-year students. Information was collected through observation, questionnaire distribution, and brief interviews about daily language use habits and academic contexts. The findings of this study indicate that the majority of students actively use slang when interacting informally, especially when communicating with peers and on social media platforms. The use of slang serves as a way to express identity, build social solidarity, and facilitate social adjustment. However, deficiencies in formal language skills make it difficult for some students to recognize the appropriate use of language in context, so that elements of slang often creep into academic situations, such as in class discussions and assignment writing. This study concludes that formal language skills have an impact on the use of slang. Students with high formal language skills tend to be better at switching between language varieties according to context, while those with low formal skills are at greater risk of mixing them up.

This research is motivated by changes in students' academic communication patterns due to the rapid development of digital technology, which has the potential to affect the consistency of formal language use. In academic literacy, formal language plays a crucial role as a marker of professionalism and the accuracy of scientific communication. This study aims to analyze the shift in formal language use in students' academic communication and identify the factors influencing it in the digital era. The research method used a qualitative approach with a descriptive design. Data were collected through an online questionnaire in the form of open-ended questions to students at the University of Muhammadiyah Maumere who actively use digital media in academic communication. Data were analyzed by grouping respondents' answers and identifying language usage patterns. The results show that students understand the differences between formal and informal language, but their application in digital academic communication is not yet consistent. The shift is characterized by the use of abbreviations, slang, and inconsistencies in linguistic rules influenced by instant communication habits, social environments, and the nature of digital media. These findings emphasize the importance of continuously strengthening formal language literacy and academic communication ethics in higher education

This study analyzes the impact of learning motivation levels on student attendance discipline at the Saint Ignasius Catholic Vocational School in Wairterang. The background of the problem highlights the low level of student attendance, which is caused by the lack of intrinsic and extrinsic motivation in the vocational education environment. This phenomenon impacts the effectiveness of learning and overall student achievement. The purpose of the study is to identify the causal relationship between learning motivation and attendance discipline, and to measure the significant influence of motivation variables on attendance discipline. The approach used is quantitative with a Likert-scale questionnaire survey method. The study sample involved students in grades X-XII at the Saint Ignasius Catholic Vocational School in Wairterang, with data analysis using simple linear regression to test the hypothesis. The results of the study are expected to show a positive and significant influence of learning motivation on attendance discipline. Practical implications include recommended strategies for guidance and counseling (BK) teachers, such as individual counseling programs, attendance-based reward systems, and the integration of intrinsic motivation through vocational extracurricular activities. These strategies are expected to improve learning effectiveness and build students' disciplined character in vocational high schools

This research is motivated by changes in students' academic communication patterns due to the rapid development of digital technology, which has the potential to affect the consistency of formal language use. In academic literacy, formal language plays a crucial role as a marker of professionalism and the accuracy of scientific communication. This study aims to analyze the shift in formal language use in students' academic communication and identify the factors influencing it in the digital era. The research method used a qualitative approach with a descriptive design. Data were collected through an online questionnaire in the form of open-ended questions to students at the University of Muhammadiyah Maumere who actively use digital media in academic communication. Data were analyzed by grouping respondents' answers and identifying language usage patterns. The results show that students understand the differences between formal and informal language, but their application in digital academic communication is not yet consistent. The shift is characterized by the use of abbreviations, slang, and inconsistencies in linguistic rules influenced by instant communication habits, social environments, and the nature of digital media. These findings emphasize the importance of continuously strengthening formal language literacy and academic communication ethics in higher education

This study analyzes the impact of learning motivation levels on student attendance discipline at the Saint Ignasius Catholic Vocational School in Wairterang. The background of the problem highlights the low level of student attendance, which is caused by the lack of intrinsic and extrinsic motivation in the vocational education environment. This phenomenon impacts the effectiveness of learning and overall student achievement. The purpose of the study is to identify the causal relationship between learning motivation and attendance discipline, and to measure the significant influence of motivation variables on attendance discipline. The approach used is quantitative with a Likert-scale questionnaire survey method. The study sample involved students in grades X-XII at the Saint Ignasius Catholic Vocational School in Wairterang, with data analysis using simple linear regression to test the hypothesis. The results of the study are expected to show a positive and significant influence of learning motivation on attendance discipline. Practical implications include recommended strategies for guidance and counseling (BK) teachers, such as individual counseling programs, attendance-based reward systems, and the integration of intrinsic motivation through vocational extracurricular activities. These strategies are expected to improve learning effectiveness and build students' disciplined character in vocational high schools

Beginner students often face difficulties in academic writing, such as organizing ideas, choosing correct grammar, and expressing information in their own words. Because of this, many students use QuillBot as a writing support tool. This study aims to understand how QuillBot helps beginner writers become more independent in academic writing. The research used a mixed-method approach with 30 students from the English Language and Literature Department at the State University of Medan, with data collected through a Likert-scale questionnaire and open-ended reflections. The findings show that more than 70% of the students use QuillBot frequently in their writing tasks. Most students said that QuillBot helps improve grammar accuracy, sentence clarity, and paraphrasing skills, and also increases their confidence in writing. The summarizing feature also helps students identify and restate main ideas. However, 59% of the students noted that using QuillBot too much may reduce creativity and lead to dependency. The study concludes that QuillBot is helpful as a supporting tool for writing, but it should be used in balance. Students still need to practice writing independently so they can develop their own writing style and confidence.

Beginner students often face difficulties in academic writing, such as organizing ideas, choosing correct grammar, and expressing information in their own words. Because of this, many students use QuillBot as a writing support tool. This study aims to understand how QuillBot helps beginner writers become more independent in academic writing. The research used a mixed-method approach with 30 students from the English Language and Literature Department at the State University of Medan, with data collected through a Likert-scale questionnaire and open-ended reflections. The findings show that more than 70% of the students use QuillBot frequently in their writing tasks. Most students said that QuillBot helps improve grammar accuracy, sentence clarity, and paraphrasing skills, and also increases their confidence in writing. The summarizing feature also helps students identify and restate main ideas. However, 59% of the students noted that using QuillBot too much may reduce creativity and lead to dependency. The study concludes that QuillBot is helpful as a supporting tool for writing, but it should be used in balance. Students still need to practice writing independently so they can develop their own writing style and confidence.

This study aims to examine the influence of slang language usage on the use of Indonesian language in WhatsApp communication among students of Class F, Indonesian Language and Literature Education Study Program, Universitas Negeri Padang, academic year 2025/2026. This research employed a quantitative descriptive method with a correlational approach. The population and sample consisted of 35 students selected using total sampling technique. Data were collected through questionnaires using a Likert scale and analyzed using descriptive analysis, Pearson correlation test, and simple linear regression. The results indicate that the use of slang language is categorized as high, while the use of standard Indonesian language is categorized as moderate. The correlation analysis shows a negative relationship between slang usage and the use of Indonesian language in WhatsApp communication. These findings suggest that higher intensity of slang usage tends to reduce the use of proper Indonesian language. This study is expected to raise students’ awareness of the importance of using appropriate Indonesian language according to communication contexts, particularly in academic settings.

This study aims to examine the influence of slang language usage on the use of Indonesian language in WhatsApp communication among students of Class F, Indonesian Language and Literature Education Study Program, Universitas Negeri Padang, academic year 2025/2026. This research employed a quantitative descriptive method with a correlational approach. The population and sample consisted of 35 students selected using total sampling technique. Data were collected through questionnaires using a Likert scale and analyzed using descriptive analysis, Pearson correlation test, and simple linear regression. The results indicate that the use of slang language is categorized as high, while the use of standard Indonesian language is categorized as moderate. The correlation analysis shows a negative relationship between slang usage and the use of Indonesian language in WhatsApp communication. These findings suggest that higher intensity of slang usage tends to reduce the use of proper Indonesian language. This study is expected to raise students’ awareness of the importance of using appropriate Indonesian language according to communication contexts, particularly in academic settings.

Fourth-grade students of SD Negeri 76/IX Mendalo still show low learning motivation in Natural Sciences and Social Sciences (IPAS) subjects. This is evident from their low attention, lack of enthusiasm, and tendency to chat during learning, which is caused by teachers not implementing appropriate learning methods and media. This study was conducted to increase student interest through PJBL with the use of audiovisual media, by means of a Classroom Action Research (CAR) methodology, separated into two cycles, with each cycle consisting of two meetings. Observation, worksheets, and questionnaires were the methods that were utilized to obtain data from the 21 students who participated in the research. An increase of 19.9% was observed in the average level of learning, which went from 62.7% in Cycle I to 82.6% in Cycle II respectively. All indicators of motivation, engagement, interest, enjoyment, and

Fourth-grade students of SD Negeri 76/IX Mendalo still show low learning motivation in Natural Sciences and Social Sciences (IPAS) subjects. This is evident from their low attention, lack of enthusiasm, and tendency to chat during learning, which is caused by teachers not implementing appropriate learning methods and media. This study was conducted to increase student interest through PJBL with the use of audiovisual media, by means of a Classroom Action Research (CAR) methodology, separated into two cycles, with each cycle consisting of two meetings. Observation, worksheets, and questionnaires were the methods that were utilized to obtain data from the 21 students who participated in the research. An increase of 19.9% was observed in the average level of learning, which went from 62.7% in Cycle I to 82.6% in Cycle II respectively. All indicators of motivation, engagement, interest, enjoyment, and

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This study aims to describe the use of learning media in the form of digital comics based on fable stories as a means to improve the speaking skills of elementary school students. The background of this study is the low interest of students in speaking and the limited learning media that are interesting and in accordance with their age characteristics. This study used a descriptive qualitative approach with data collection techniques through observation, interviews, questionnaires, and speaking skills tests. The subjects in this research are fourth grade students of SDN Margasari 01 Balikpapan City. The results show that the use of digital comic media based on fable stories can increase students' courage in speaking, expand their vocabularies, and help students construct sentences more coherently and communicatively. Teachers and students also give positive responses to the media used because it is considered interesting, contextual, and in accordance with the learning needs. Thus, digital comic media based on fable stories can be an innovative alternative in learning Indonesian in elementary schools to improve the speaking skills of elementary school students.

This study aims to describe the use of learning media in the form of digital comics based on fable stories as a means to improve the speaking skills of elementary school students. The background of this study is the low interest of students in speaking and the limited learning media that are interesting and in accordance with their age characteristics. This study used a descriptive qualitative approach with data collection techniques through observation, interviews, questionnaires, and speaking skills tests. The subjects in this research are fourth grade students of SDN Margasari 01 Balikpapan City. The results show that the use of digital comic media based on fable stories can increase students' courage in speaking, expand their vocabularies, and help students construct sentences more coherently and communicatively. Teachers and students also give positive responses to the media used because it is considered interesting, contextual, and in accordance with the learning needs. Thus, digital comic media based on fable stories can be an innovative alternative in learning Indonesian in elementary schools to improve the speaking skills of elementary school students.

This study aims to develop a formative assessment model that can improve academic integrity and honesty of elementary school students. The research method used is research and development (R&D) with the following stages: preliminary study, product development, and limited trials. Data were collected through observation, interviews, and questionnaires, and analyzed quantitatively and qualitatively. The results show that the developed formative assessment model is effective in increasing reflective awareness, academic responsibility, and honesty culture in the classroom. The implications of this study emphasize the importance of integrating character values in teachers' daily assessment practices.

This study aims to develop a formative assessment model that can improve academic integrity and honesty of elementary school students. The research method used is research and development (R&D) with the following stages: preliminary study, product development, and limited trials. Data were collected through observation, interviews, and questionnaires, and analyzed quantitatively and qualitatively. The results show that the developed formative assessment model is effective in increasing reflective awareness, academic responsibility, and honesty culture in the classroom. The implications of this study emphasize the importance of integrating character values in teachers' daily assessment practices.

This study aims to determine the effect of using audio-visual media in increasing students' interest in learning. Class V at SDN 002/IX Sekernan. The method used was classroom action research with two cycles, which involved observation and questionnaires to measure changes in students' interest in learning. questionnaires to measure changes in students' interest in learning. Data were analyzed using quantitative and qualitative descriptive statistical techniques, with focus on increasing student engagement and attention during the learning process. learning process. The results showed that the application of audio-visual media significantly increased students' interest in learning, with the percentage of interest increasing from 56.1% in cycle I to 80.25% in cycle II. increased from 56.1% in cycle I to 80.25% in cycle II. The increase This increase shows that audio-visual media is effective in creating a more interesting and enjoyable learning atmosphere. learning atmosphere that is more interesting and enjoyable, so that it can increase student students' participation and understanding of the subject matter. This research confirms that audio-visual media is one of the solutions to improve students' interest and learning outcomes significantly

This study aims to determine the effect of using audio-visual media in increasing students' interest in learning. Class V at SDN 002/IX Sekernan. The method used was classroom action research with two cycles, which involved observation and questionnaires to measure changes in students' interest in learning. questionnaires to measure changes in students' interest in learning. Data were analyzed using quantitative and qualitative descriptive statistical techniques, with focus on increasing student engagement and attention during the learning process. learning process. The results showed that the application of audio-visual media significantly increased students' interest in learning, with the percentage of interest increasing from 56.1% in cycle I to 80.25% in cycle II. increased from 56.1% in cycle I to 80.25% in cycle II. The increase This increase shows that audio-visual media is effective in creating a more interesting and enjoyable learning atmosphere. learning atmosphere that is more interesting and enjoyable, so that it can increase student students' participation and understanding of the subject matter. This research confirms that audio-visual media is one of the solutions to improve students' interest and learning outcomes significantly