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This paper discusses the role of Arabic in improving speaking skills, especially in the context of daily life. Arabic, which is recognized as the language of revelation in the Qur'an and Hadith, has learning objectives that include understanding Islamic teachings, mastering vocabulary, and effective communication skills. Arabic learning does not only focus on linguistic aspects, but also includes understanding the cultural and social norms that exist in Arab society. The scope of the role of everyday Arabic includes mastering basic vocabulary, improving practical communication skills, understanding simple grammatical structures, and adapting to dialects and cultural contexts. The benefits of learning Arabic are significant, including an understanding of religious teachings, increased educational and career opportunities, and the ability to establish cross-cultural social relationships. Effective learning methods, such as direct, grammatical-translational, and eclectic methods, are proposed to overcome the challenges faced in learning Arabic, such as the complexity of grammatical structures and the lack of exposure in Arabic-speaking environments. With the right strategy, Arabic language learning is expected to form individuals who are not only academically intelligent, but also have high integrity and religious awareness.

This study aims to improve students’ speaking skills through the use of the YouTube channel “Ritueli Daeli” among seventh-grade students at MTs Daruttholibin Watumalang. A Classroom Action Research (CAR) approach was implemented in two cycles. Data were collected through interviews, speaking tests, observations, and documentation. The results indicate that incorporating videos from “Ritueli Daeli” significantly enhanced students’ speaking skills in fluency, pronunciation, and confidence. The average score increased from 72.32 in the first post-test to 74.87 in the second post-test, with students’ engagement and motivation visibly increasing. This study supports the integration of digital media, specifically curated YouTube content, as an effective tool to enrich English learning experiences.

In Indonesia and many other EFL contexts, English is often taught in structured classroom settings that rely on scripted dialogues and controlled practice. This limits students’ exposure to spontaneous, real-life communication, reducing their ability to use English naturally and appropriately in authentic situations. This study investigates the pragmatic competence of Indonesian students during English interview interactions with foreign tourists, using Grice’s Cooperative Principle as the theoretical framework. Five video recordings were analyzed, featuring elementary and secondary students conducting unscripted interviews with tourists at Seminyak Beach, Bali. While the students generally demonstrated adequate grammatical control and vocabulary range, the findings reveal recurring challenges in sustaining natural and cooperative conversations. The most frequent violations involved the Maxims of Relation, Quantity, and Manner, with students often failing to respond appropriately to tourist answers, providing minimal elaboration, or speaking in unclear and disorganized ways. The results highlight the need for English language teaching to include explicit instruction in pragmatic skills, such as turn-taking, topic development, and interactional awareness.

Public speaking training serves as an effective step in enhancing the capacity of rural youth in facing the challenges of globalization and the Industrial Revolution 4.0 era. This study aims to empower the youth of Hutanamora Village through public speaking skills training as part of a community service program. The method applied uses a participatory approach involving 15 participants aged between 15 and 18 years. The results of the activity show a significant improvement in self-confidence, the ability to organize ideas, as well as verbal and nonverbal communication skills. In addition to technical improvements, the training also fostered critical awareness, reflective abilities, and stronger self-assurance when engaging with an audience. The implementation of this activity demonstrates that public speaking training is not only a practical learning tool but also a means of social empowerment and character development for the younger generation. Therefore, such training is recommended to be carried out continuously as part of youth development programs in rural areas.

This study aims to analyze how everyday conversations can significantly improve early childhood speech. The main focus of this research is the importance of environmental stimulation and the quality of interaction between children and adults, such as parents and teachers, in the process of language development. This research uses a descriptive qualitative approach with data collection techniques through direct observation and in-depth interviews with teachers and parents of early childhood. The results showed that daily interactions such as storytelling, question and answer activities, and structured games can significantly expand children's vocabulary, improve the sentence structure used, and increase children's confidence in communicating. Verbal activities that are carried out consistently and purposefully are proven to have a positive impact on the development of speaking skills. In conclusion, quality daily conversations play a central role in optimizing children's speaking skills from an early age, and are an important foundation for overall language development.

Most of the schools in indonesia focus on teaching translation and grammar without providing a lot of chances for students to practice their pronunciation skill in the classroom activities. The teachers just translate what they read on the book. The purpose of this research is to see Whether ELSA Speak Application can improve students' pronunciation ability or not. This research applies the experiment design. And The design that is used in this study is one group pre-test and post-test design to masured students’ pronunciation ability. Population of this research in XI Akuntansi 1 is 324 Students and took sample as much 36 students. This research also uses quantitative method to analyse the data. The data of pre- test and post-test of this research showed any improvement and calculated by using t-test, it was founded that tobservation = 15,41 and ttable of level α 5% with df n – 1 (36 – 1 = 35) = 2,030. That means the hyphotesis of this research is received because tobservation higher than ttable 15,41 > 2,030. Based on the findings, researcher found that ELSA Speak Application can improve students’ pronunciation ability at SMK Negeri 1 Kutacane especially XI Akuntansi 1 Class. This ELSA Speaking Application showed improvement for the students’ pronunciation ability was measured by the score of the pre-test and post-test. And it was proven by because tobservation is higher than t -table..

Speaking skills are one of the fundamental aspects of language competence that play a central role in interpersonal communication, learning, and individual self-development in society. In the context of language learning, speaking skills not only reflect a person's linguistic ability, but also demonstrate maturity of thinking, social skills, and the capacity to participate actively in various communicative situations. UNESCO (2023) emphasizes that strengthening oral communication skills among students is very important to prepare them to face the challenges of the increasingly complex and dialogue-based world of work and global society. This teaching material development model is also driven by the use of technology and interactive multimedia, such as animated videos, to web-based e-modules. Recent studies have shown that teaching materials like this have been proven to improve students' maharah kalam (speaking), reading comprehension, and critical thinking skills in understanding Arabic texts more comprehensively

English language skills are an essential competency for health students, especially in accessing scientific literature, understanding medical terminology, and facing the demands of professional globalization. However, the suitability of the English language learning curriculum with the specific needs of health students is still an issue. This study aims to identify the academic and professional English language needs of health students at Hafshawati University. The study used a qualitative approach with an open-ended questionnaire instrument that was analyzed thematically. Participants consisted of five students from various semesters and health study programs. The results showed that the ability to read and understand English-language medical references was the main need, followed by speaking skills in the context of professional communication. Non-formal learning media such as YouTube and TikTok were also actively utilized by students. The implications of this study indicate the importance of curriculum reformulation based on needs analysis and strengthening the English for Specific Purposes (ESP) approach in health education. These findings provide a basis for the development of teaching materials, lecturer training, and more contextual and applicable learning designs.

Mastery of English is one indicator of the readiness of the young generation to face global challenges, there are still many factors as students in mastering the English especially in speaking. Even EFL is taught since in the school to collage, the students still have trouble, the use of appropriate method should be applied to overcome the problem during teaching and learning EFL classroom by the teacher. The use of code-switching is the way to motivate the students in order to be active in speaking class. the aims of this study was to findout the use of Code switching strategy in EFL in speaking ability of students. In this study, there were 40 students of the midwifery study program and 3 English Lectures at STIK Bina Husada Palembang as study sample in the 2024/2025 academic year.  The methodology used was mixed method and in collecting the data The instrument used were questionnaire  that distributed to the midwifery students in second grade and Enlish lecturers in STIK Bina Husada and the speaking test was also given to the students as pre and post test. From the obtained results of the questionnaire showed that the students often used code-switching to explain the information more clearly, it can motivated them to be active event they were still trouble in limited of vocabulary and the English lecturers believed that code-switching in EFL class to help them conveyed the materials clearly to the students. And from the speaking test showed there were positive effect of this strategy to make students more in speaking that it can be seen from the development of students speaking in the class.

This study aims to determine the effect of using concept maps on the speaking ability of grade IX students of SMP Negeri 1 Jeruklegi in 2025. The background of this study is the ability to convey understanding orally, especially the gap between formal and non-formal speaking. Therefore, a way is needed to overcome this, one of which is by using concept maps. Using concept maps, students can see the relationship between concepts visually so that students can easily understand and remember information more precisely. This can improve students' ability to explain material systematically and logically. The method used is an experiment with two groups, namely the experimental group that was given treatment using concept maps and the control group that did not receive learning with concept maps. The instrument used was an oral speaking test before and after treatment. The results of the data analysis showed a significant difference between the experimental group and the control group, which indicates that the use of concept maps has a positive effect on students' speaking skills. These findings recommend the use of concept maps as an alternative to varied and enjoyable speaking learning.

Speaking is an essential skill for learners of any foreign language, and English is no exception. However, many English as a Foreign Language (EFL) learners experience significant challenges when it comes to speaking skills. This study aims to explore the views of students regarding the difficulties they face in speaking English and to identify potential solutions to these challenges. A case study method was employed, involving twenty-seven university students from Indonesia. The data were collected using questionnaires, which allowed the researchers to gather insights into students' perceptions and experiences with speaking English. The results revealed that the majority of participants, 71.6%, reported facing common difficulties such as the fear of making mistakes, fear of criticism, and general shyness. These emotional barriers significantly hindered their ability to speak confidently in class. Additionally, only 18.5% of the students actively participated in speaking activities during lessons, indicating a lack of engagement in oral communication. A significant number of students (96.3%) felt that they lacked sufficient knowledge of the subject matter, further impeding their ability to speak effectively. Moreover, 81.5% of the students admitted that they preferred to use their mother tongue, which they often spoke during English classes, as it was easier for them. These findings suggest that both emotional and knowledge-related issues play a crucial role in shaping the speaking abilities of EFL learners. The study highlights the need for targeted interventions that address both the emotional barriers and knowledge gaps in order to improve the speaking skills of EFL students.

This study comprehensively investigated the gap in English tense mastery among non-English students. Data were collected using a qualitative case study methodology from seven purposively selected informants through in-depth interviews and direct observation. Key findings reveal persistent challenges, including significant anxiety around using complex tenses, the widespread influence of mother tongue interference (given the absence of explicit tense conjugations in Indonesian), and the limited effectiveness of traditional non-contextual grammar teaching. The observations also highlight a critical gap: although students use digital devices extensively, their engagement with English content is minimal, directly contributing to lower writing and speaking practice assessment scores. Instead, the unexpected finding was the student's remarkable ability to internalize the 16th pattern of the English tenses through memorization in just thirty minutes. These insights underscore the urgent need for innovative, contextual, and confidence-building pedagogical strategies to bridge the gap between theoretical understanding and practical application, enhancing language acquisition and professional communication skills.

Inclusive schools are schools that accept students with certain special needs and implement a learning system by uniting students with special needs and normal students in one class. At SDIT Baitussalam, one of the inclusive schools in Prambanan, four totally deaf students have different learning abilities than normal students. This study aims to identify challenges, teaching strategies, and supporting factors for the success of English teaching strategies for deaf students in inclusive classes. This study used a qualitative descriptive method by interviewing three English subject teachers who had taught deaf students in inclusive classes. The results of the study found four main challenges in teaching, namely limited speaking ability, limited use of sign language, differences in cognitive development, and student learning motivation. In addition, there are six strategies applied in teaching English in inclusive classes, namely choral response, peer tutoring, visual representation and concrete objects, technology optimization, implementation of social interaction, and utilization of practice exercises. The success of implementing these strategies is supported by four main factors, namely support from educators and education personnel, parental support, availability of adequate facilities and infrastructure, and support from friends and the surrounding environment. This research can help teachers find the right strategy for teaching English in inclusive classes, especially for deaf students, so that learning can take place more effectively and inclusively.

This study explores the development of integrated language skills assessment instruments for Korean as a foreign language (KFL) learners in higher education, addressing the need for tools that reflect real-world communicative demands. Grounded in theoretical frameworks such as Bachman and Palmer's Communicative Language Ability model[1] and Vygotsky's Sociocultural Theory[2], the research employed a mixed-methods approach, including needs analysis[6], corpus studies, and pilot testing. The research process involved three primary phases: First, a comprehensive needs analysis was conducted among KFL instructors and students to identify assessment gaps and priorities. Second, authentic Korean language materials were collected to create a corpus that informed the development of contextualized assessment tasks. Finally, the instruments underwent rigorous pilot testing with 127 KFL students across three Indonesian universities.The developed assessment instruments integrate reading, writing, listening, and speaking skills through task-based scenarios that mirror authentic Korean language use contexts. These include collaborative problem-solving activities, multimedia-based comprehension tasks, and culturally situated role-plays. Statistical analysis demonstrated high inter-rater reliability (r=0.87) and construct validity when compared with established Korean proficiency measures.Results demonstrated the instruments' reliability, validity, and cultural relevance, fostering holistic skill development and promoting positive washback on teaching and learning practices. Implementation of these instruments led to significant improvements in students' integrated language performance and motivation. The study contributes to the field of Korean language assessment by providing empirically validated tools that bridge classroom learning with real-world language application in higher education contexts.

The purpose of this study was to determine the rhetorical techniques used by mahasantri (students) in improving their da'wah (preaching) abilities at Ma'had Al-Jami'ah, UIN Sumatera Utara (UINSU). This research employs a qualitative approach, using data collection techniques such as interviews and direct observations conducted in the field. The study focuses on how rhetorical techniques influence the development of da'wah skills among mahasantri, with particular attention to their speaking abilities. During the research, various rhetorical techniques were identified, including the use of persuasive language, storytelling, metaphors, and repetition, which are commonly employed by mahasantri in their da'wah activities. These techniques are believed to enhance the clarity and effectiveness of the message being delivered, allowing mahasantri to connect more effectively with their audience. The results indicate that the mahasantri at Ma'had Al-Jami'ah have shown significant improvements in their speaking abilities due to the application of these rhetorical strategies. Moreover, these techniques help them in presenting religious teachings in a more engaging and impactful manner. The study also highlights the importance of developing communication skills through rhetorical techniques as a means to enhance the overall quality of da'wah. In conclusion, the research demonstrates that the use of rhetorical techniques plays a crucial role in strengthening the ability of mahasantri in delivering da'wah and improving their public speaking skills. The study recommends further development of such techniques in religious education to foster better communication between the preacher and the community.

The ability to speak in public is commonly referred to as public speaking, which is part of non-formal education, specifically skills education. With the skills one possesses, they can have better self-confidence. Public speaking plays a significant role in interactions between individuals. This service activity, which is educational training, is carried out with the aim of providing development and expertise that benefits both the individual and the company or organization. Along with the development of times, the need for soft skills training such as public speaking has become a priority for many people. In fact, many parents also prepare their children to have good public speaking skills from an early age. Public speaking training is not only important for personal development but also plays a significant role in supporting success in various fields, such as in the workplace, education, and social activities. Therefore, it is essential for each individual to have good public speaking skills to face various challenges in communication and interaction with others. This training provides an understanding of effective speaking techniques, ways to overcome nervousness, and enhances the ability to communicate clearly and confidently.

Literacy is an individual's ability to manage and understand information through reading and writing activities. This skill is closely related to language skills because it includes aspects of speaking, reading, writing, counting and problem-solving skills. In other words, literacy includes language abilities and skills, including reading, writing, speaking, counting, and problem solving at a certain level needed in everyday life. This research uses a literature study approach as the main method of data collection. In the process, the researcher conducted an in-depth study and understanding of various relevant theories from literature sources.Today, in the digital era, digital literacy is a very important ability for elementary school students to have. The development of information and communication technology has changed learning methods, so it is important that students have sufficient ability to access, evaluate and use digital information effectively. Digital literacy of primary school students includes various important elements. First, digital literacy enables students to develop skills in utilizing digital technology, including surfing the internet, understanding hardware and software, and using productivity applications. Second, digital literacy teaches students about the safety and ethical aspects of using technology, such as maintaining online privacy, protecting personal data and avoiding cyberbullying.

Indonesian is the national language used as the main means of communication in everyday life, both in education, government, and in the mass media. In this context, literacy methods are important to be applied in the process of learning Indonesian. Indonesian language education at the Senior High School (SMA) level plays an important role in shaping students' literacy skills, both in reading, writing, speaking, and listening. One of the main objectives of learning Indonesian is to develop effective communication skills and improve literacy skills that can support students' academic success and daily lives. The application of appropriate literacy methods is very necessary to help improve the quality of Indonesian language learning. Literacy methods in learning Indonesian can encourage students to be more active in reading, writing, and thinking critically. With the right method, students not only master Indonesian language material, but are also able to apply literacy skills in various life contexts. This study aims to apply literacy methods in learning Indonesian at SMA Negeri Restorasi Doreng. Literacy as the ability to understand, criticize, and produce texts has an important role in improving students' competence in language. The methods applied in this study involve various literacy techniques, such as critical reading, creative writing, and text-based discussions. This research was conducted with a qualitative approach through observation, interviews, and document analysis. The results of the study indicate that the application of literacy methods can improve students' understanding of Indonesian language materials, enrich vocabulary, and hone their writing and speaking skills. In addition, the application of this method also succeeded in building more active student involvement in the learning process. Thus, the literacy method can be used as an alternative to improve the quality of Indonesian language learning at the high school level.

English language skills are very important for students to support academic tasks and to support their future careers. English language skills include listening, speaking, reading and writing skills. The purpose of this study was to determine the determining factors of English language skills of students in the Nutrition Science study program at the Persada Nabire Health Sciences College (STIKes). The type of research used is descriptive research with a qualitative approach. Data collection techniques used are interviews and documentation. The results of this study indicate that in general the determining factors of English language skills of students of the Nutrition Study Program of STIKes Persada Nabire include 4 factors, including: Listening Ability, in this case students have a low vocabulary, Speaking Ability, in this case what affects students' speaking ability is the students' anxiety about mistakes in speaking English and lack of mastery of English grammar, Reading Ability, factors that affect students are reading motivation and low vocabulary and lack of mastery of grammar, Writing Ability, factors that affect students are low interest and lack of support from the environment around students.

Language is basically a system of sound symbols that humans use to communicate , so the aim of teaching Indonesian is to help people better express their thoughts and feelings using good and correct language so that they can communicate well and correctly . This research is one of many theoretical studies of language , one of which is phonology . The researchers used qualitatively literature review method by collect literature , journals , articles , etc. Phonology is a subdiscipline of linguistics that investigate the sounds of language and the processes of their formation and transformation . The study of phonology includes the study of the sounds of language as a whole and their functions . “The science of phonology ” and “ the science of sound ” actually come from the Greek words “ phone ,” meaning “ sound ,” and “ logos ,” meaning “ science .” General phonology studies language sounds and phonemes . Phonology specifically studies only the sounds in one language . Phonological awareness is very important in language learning to improve reading ability . Language abilities is often associated with speaking abilities or speaking skills . The view of the " lay public " that speaking abilities is the most important skills is wrong because of a child's success depends on the speed of his speaking . A child's speaking abilities is not associated with intelligence , but with their listening ability , environment and speech tools . People talk to each others using a series of words to convey their thoughts , ideas , and thoughts .