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This study aims to examine in depth the learning strategies implemented in the Bilingual-A class to develop early childhood language skills. The development of language skills in early childhood is an important aspect to consider, as language functions as the main medium for children to communicate, think, and express their feelings and ideas. However, language development problems often arise due to a lack of sufficient linguistic stimulation, both at home and in the learning environment. To address this issue, the study employs a descriptive qualitative approach through observation, in-depth interviews, and documentation involving teachers and children in the Bilingual-A class at RA Masjid Al-Akbar Surabaya. Through this approach, the researcher seeks to obtain a clear picture of how bilingual learning strategies are applied in daily classroom activities. The findings reveal that the applied learning strategies include communicative approaches, the use of enjoyable bilingual songs and games, and various visual media such as pictures, word cards, and teaching aids. The implementation of these strategies has proven effective in enhancing children’s vocabulary mastery, sentence construction ability, and confidence in communicating using two languages. These findings highlight the crucial role of teachers in designing engaging, interactive, and developmentally appropriate learning activities that holistically support children’s language growth.  

Challenges faced by accounting students in producing accurate financial statements aligned with international standards, notably due to limited English proficiency. Therefore, this study examines the influence of accounting English vocabulary mastery and accounting concept comprehension on students ability in preparing financial statements in English. This study employed a quantitative method with a survey approach and multiple linear regession analysis. The research subjects are 81 accounting department students at Politeknik Negeri Banjarmasin taken with purposive sampling. Data was collected using a questionnaire and a performance task to measure vocabulary mastery, conceptual understanding, and the ability to prepare financial statements. The findings show that accounting English vocabulary mastery has a significant positive effect on students’ ability to prepare financial statements in English, while comprehension of accounting concepts does not show a significant individual effect. The adjusted R-squared value of 0.627 indicates that both variables together explain 62.7% of the variance in students’ ability. These findings emphasize that technical vocabulary mastery is a dominant factor enabling students to apply conceptual knowledge effectively in English-based financial reporting. It also highlights the importance of English for Specific Purposes (ESP) strategies in accounting education and suggests integrating vocabulary-focused learning methods to enhance students’ readiness for global accounting practices.

This community service (PKM) aims to improve the English language competency of students of SMK Negeri 3 Palangka Raya specifically English For Specific Purpose (ESP). The increasingly global needs of the fashion and textile industry, both for export and import and interaction with foreign clients, require graduates to have English communication skills that are not only general, but also specific according to the terminology of design, production, and marketing of fashion products. The methods used are interactive training, and Role-Play simulations, and direct practical assistance with a focus on design presentations, negotiations with clients or suppliers, and technical terminology for sewing patterns in English. The results of the PKM show an average increase in specific vocabulary mastery of 25% as well as a significant increase in student self-confidence in using English for work scenarios, as well as a better understanding of professional terms in the field of Fashion Design. This activity is recommended to be continued as a regular school program to bridge the gap between the general English curriculum and the demands of actual work competencies in the fashion industry

The study of classical Islamic texts (kitab kuning) in Islamic boarding schools (pesantren) plays a crucial role in strengthening students’ religious understanding as well as enhancing their mastery of the Arabic language. One of the foundational texts taught is Mubadi’ Fiqih, which contains basic principles of Islamic jurisprudence and serves as an introductory bridge for students to comprehend Arabic religious texts. This research aims to analyze the implementation of Mubadi’ Fiqih learning as an effort to strengthen students’ understanding of fiqh and enrich their Arabic vocabulary (mufrodat) at Ma’had Walisongo 1 Maron, Probolinggo. The study employs a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with the headmaster, teachers, and students, as well as documentation of the learning process. The findings reveal that the learning process applies bandongan and sorogan methods, supported by vocabulary translation exercises and contextual explanations of fiqh terminology. These strategies effectively enhance students’ comprehension of basic Islamic legal concepts while simultaneously expanding their Arabic vocabulary in religious contexts. Moreover, the teachers’ consistency in explaining Arabic sentence structures and assigning vocabulary memorization tasks significantly supports the learning outcomes. However, challenges such as students’ varying initial language proficiency and limited class time remain obstacles to achieving optimal results. Overall, the Mubadi’ Fiqih learning approach proves to be an effective integrative medium for strengthening both fiqh knowledge and Arabic linguistic competence among pesantren students.  

In this study, an interactive learning medium was developed to practice German A1-level vocabulary with the theme “Freizeit”, based on a website created using Genially. This research is classified as development research, in which the development process of the learning medium employed the ADDIE model, consisting of five stages: analysis, design, development, implementation, and evaluation. The study was conducted in the German Language Education Study Program at Universitas Negeri Medan. The research data consisted of vocabulary on the theme “Freizeit”, taken from the Netzwerk textbook and other online sources. The research subjects were second-semester students of the 2024 cohort. The instruments used included questionnaires, pretest and posttest, expert validation sheets, and documentation. The results of the validation from media experts and material experts indicated that the medium was suitable for use in learning, with scores of 92% and 89%, respectively. The trial conducted with students showed a positive response with an average score of 91%. The students’ average pretest score was 58.3, which increased to 84.7 in the posttest. Statistical tests revealed that the calculated t-value (12.45) was greater than the critical t-table value (2.045), indicating a significant difference between the pretest and posttest results. Thus, the use of the Genially interactive learning medium proved effective in improving German A1 vocabulary mastery and was able to create a more engaging and interactive learning atmosphere while supporting independent learning.

This study aims to determine the effectiveness of using Instagram Live and the Q&A Strategy in improving students’ english speaking skills at Senior High School 47 Jakarta. The research employed a quasi-experimental design using a pretest–posttest control group design. The participants were 72 tenth-grade students divided into two groups: an experimental class that received treatment through Instagram Live sessions and a control class taught through the conventional Discussion and Q&A technique. The research instrument was an oral speaking test, measuring five indicators fluency, pronunciation, vocabulary, grammar, and comprehension administered both before and after treatment. The data were analyzed using an independent sample t-test, ANOVA, normality, and homogeneity tests. Results showed a significant difference between the experimental and control groups. The post-test mean score of the experimental class (79.11) was higher than the control class (70.72). The t-test indicated a significance value (Sig. 2-tailed) < 0.001 with t = 4.960 and a mean difference of 8.40 points. Thus, the null hypothesis (H₀) was rejected, proving that Instagram Live significantly improved students’ speaking skills. The findings conclude that Instagram Live effectively enhances students’ fluency, pronunciation, vocabulary mastery, and self-confidence. Moreover, this study highlights the potential of social media–based learning as an engaging and interactive strategy that fosters motivation, participation, and 21st-century communication competence.

This study aims to analyze the effectiveness of storytelling and movie discussion methods in improving students' English speaking skills at SMA Negeri 12 Makassar. The background of this research departs from the low active participation and courage of students in using oral English in class. The method used is a hands-on practice-based learning approach, where students are asked to tell stories orally and discuss short films in English. The research subjects consisted of 36 students in grades XI-3 who were involved in interactive learning activities with the support of visual media and group discussions. The results of the study showed a significant improvement in several aspects of speaking skills, namely fluency in speaking, mastery of vocabulary, pronunciation, and students' confidence in conveying ideas and opinions. In addition, this method also encourages the development of critical thinking skills, creativity, and cooperation between students in a fun and participatory learning atmosphere. Storytelling activities allow students to express themselves freely and in a structured way, while movie discussions facilitate understanding of cultural context and authentic use of language. Thus, the application of storytelling and movie discussion methods has proven to be effective as an innovative learning strategy in developing students' English speaking skills at the high school level. This study recommends the integration of these methods in the English language learning curriculum to improve the overall quality of students' oral communication.

This Community Service Program aims to strengthen the basic English language skills of children aged 5-12 in RW 03 Kalibaru, Cilincing, North Jakarta. Initial observations revealed low vocabulary mastery and a lack of confidence in communication among these children. With foreign language literacy rates for primary school-aged children in coastal North Jakarta at only 27.5%, non-formal educational intervention is crucial to support their school learning. As part of a university community service program (KKN), this initiative was carried out over three meetings with 30 children. The method used was Participatory Action Research (PAR), which emphasizes active collaboration between program facilitators and the community. The program's implementation included introducing basic materials such as the alphabet, numbers, colors, and vocabulary related to animals and family members, as well as practicing simple conversations like self-introductions and greetings. The learning methods applied were highly interactive, integrating educational games, songs, visualization, and role-playing. The evaluation, using pre-test and post-test instruments, showed a significant improvement in the participants' understanding. The average initial score increased sharply from 68.5 to 85.7, representing a 17.2-point or approximately 25% increase. This improvement proves the effectiveness of the interactive methods used in strengthening material mastery. Furthermore, the program successfully fostered an inclusive and enjoyable learning environment. A social change was observed in the form of increased self-confidence among the children when using English, a willingness to speak in front of their friends, and positive interactions among participants. Overall, this program not only succeeded in enhancing basic English skills but also fostered social transformation through increased confidence and positive interaction. Although challenges such as varying levels of understanding and limited learning media were encountered.

Learning Indonesian for Foreign Speakers (BIPA) requires structured, communicative, and internationally standardized teaching materials. One widely used teaching material is Sahabatku Indonesia Level 4, which is intended for the intermediate level. The urgency of this research lies in the importance of ensuring that the teaching materials not only convey language formally, but also align with the needs of learners' communicative competence and recognized standards, such as the Common European Framework of Reference (CEFR) level B2 and the Indonesian Language Proficiency Test (UKBI). The purpose of this research is to evaluate the structure and linguistic aspects of the Sahabatku Indonesia Level 4 teaching materials by reviewing the integration of the material, clarity of discourse, vocabulary diversity, and grammatical accuracy used. The research method used is descriptive qualitative. Data were analyzed using an evaluation rubric based on CEFR B2 and UKBI components. The focus of the analysis includes the integration of presentation between units, the logical flow of learning, and the consistency of language use in supporting receptive and productive skills. The results show that the material presentation structure reflects a logical, progressive learning sequence and supports language skill mastery. The language elements used are generally appropriate for the intermediate level, although discrepancies were still found, such as the use of irrelevant illustrations and inconsistent language style. Furthermore, the syntactic complexity in some sections still needs to be adjusted to align with the abilities of B2 learners. 

This study aims to analyze students’ perceptions of foreign language learning and its impact on their readiness to enter the international job market. The research employed a descriptive qualitative method, collecting data through questionnaires distributed to 100 students from various study programs across multiple faculties. The study explored students’ experiences in learning foreign languages, including perceived challenges, motivations, and the effectiveness of teaching strategies applied in the classroom. The findings indicate that foreign language proficiency has a positive correlation with students’ confidence levels, especially when facing cross-border professional challenges, international collaboration, and communication with global stakeholders. Students reported that while foreign language learning at the university is generally effective, there are areas for improvement, particularly regarding the integration of real-world contexts, industry-specific vocabulary, and interactive practice opportunities. Furthermore, the study revealed that students value opportunities for cultural exposure, international internships, and collaboration with foreign peers as part of their learning experience. Based on these findings, universities are recommended to adopt strategies such as curriculum integration, practice-based teaching methods, interdisciplinary projects, and strengthening international partnerships to better prepare students for global employment. The study concludes that foreign language mastery is not only a linguistic skill but also an essential social, cultural, and professional capital that enhances graduates’ competitiveness in the global job market. Ultimately, developing comprehensive language skills, combined with intercultural competence, will equip students with the adaptability, confidence, and communication abilities required to thrive in diverse international work environments.

This study aims to explain the effectiveness of using ChatGPT version 3.5 on advanced writing production in Tendances A2, Unit 7, Learning 2, with the topic “Demander une autorisation” (Requesting Permission) for fourth-semester students of the French Language Education Program at Unimed. The issue addressed in this study is the lack of students' mastery of vocabulary and sentence structure, as well as the fact that ChatGPT has never been used as a learning medium in the advanced writing course. This issue is reflected in the students’ pre-test score, which was 32—still below the minimum passing score (KKM) of 75. The method employed in this research is an experimental method using a one-group pre-test and post-test design. The sampling technique used is purposive sampling. The study population consisted of all 17 students from Class B of the 2023 academic year. To analyze the effectiveness of the media used, several stages were carried out: pre-test, treatment, and post-test. 

The background of this research highlights the crucial role of vocabulary mastery in children’s language development, which significantly impacts their social interactions and learning processes. This study focuses on developing the Magic Star Box as a learning medium aimed at enhancing the gross motor skills of children aged 4–5 years. The Magic Star Box is an adaptation of stop-motion media, designed to create an engaging and enjoyable learning atmosphere by integrating words and images. The research applies a Research and Development (R&D) method, simplified into four stages: identifying potentials and problems, collecting data, designing the product, and validating the design. Validation from subject matter experts and game design experts indicated that the Magic Star Box is feasible for improving children’s vocabulary. This medium is expected to provide an innovative, engaging, and effective learning solution for young learners

Writing is a complex and fundamental language skill that plays a central role in developing students’ literacy, particularly in the context of producing negotiation texts. Negotiation texts are one of the text types taught in the Indonesian language curriculum that demand mastery of varied vocabulary, logical coherence, and persuasive language structures. Despite its importance, many students continue to face challenges in composing negotiation texts effectively. Difficulties are often found in choosing the right vocabulary, applying grammatical rules accurately, and constructing arguments that are logically consistent and persuasive. This study aims to analyze the extent to which students’ mastery of Indonesian vocabulary and grammar contributes to their ability to write negotiation texts. The research was conducted on class X students of MAN Kota Mojokerto using a qualitative method with a descriptive approach. Data were collected through three techniques: analysis of students’ written negotiation texts, interviews with teachers and students, and classroom observations during the learning process. The results of the study reveal that most students demonstrate limited mastery of vocabulary, which results in repetitive word choices and restricted expression. In addition, weaknesses in grammar application often lead to inaccurate sentence construction, lack of cohesion, and unclear argument flow. These shortcomings significantly affect the quality of negotiation texts, which tend to be less persuasive, poorly structured, and unable to fulfill the standard criteria of negotiation text writing. Based on these findings, it can be concluded that vocabulary mastery and grammar proficiency play a crucial role in supporting students’ negotiation text writing skills. To address this issue, Indonesian language learning needs to adopt strategies that consistently emphasize writing practice, provide opportunities for vocabulary enrichment, and strengthen students’ grammatical competence. Such approaches are expected to improve students’ literacy levels, particularly in the production of negotiation texts.

This study aimed to examine the effectiveness of the Duolingo application in helping 10th-grade students at SMK Al-Kautsar Sriwijaya master English vocabulary. This research is based on the understanding that vocabulary is a crucial foundation in English language learning, and Duolingo's potential as an innovative digital learning tool. Using a quantitative quasi-experimental method, we compared two groups of students: one group learned using Duolingo (the experimental group) and the other used traditional methods (the control group). The subjects of this study were all 10th-grade students at SMK Al-Kautsar Sriwijaya for the 2024/2025 academic year. Two classes were specifically selected (purposive sampling) to be the experimental and control groups. To measure vocabulary mastery, both groups were given a pre-test and a post-test. The collected data were then quantitatively analyzed using an independent t-test to determine the difference in average post-test scores between the two groups. The analysis results showed a significant difference in vocabulary mastery between students who used Duolingo and those who did not. The experimental group's average post-test score was significantly higher. This demonstrates that the Duolingo application is effective in improving students' English vocabulary mastery. Therefore, Duolingo can be recommended as an innovative and engaging vocabulary learning tool for use in schools.

This study aims to determine the effectiveness of the media-assisted differentiation method in improving the ability to memorize Arabic vocabulary in grade III students of MI Salamah. The background of this study is based on the phenomenon of low student ability in memorizing vocabulary due to teaching techniques that tend to be monotonous and repetitive, thus less motivating students to learn actively. This study uses the Classroom Action Research (CAR) approach referring to the John Elliot model, which is implemented in two cycles, each including the planning, action implementation, observation, and reflection stages. The subjects of the study were 26 grade III students. Data were collected through oral examinations, interviews, and observations of teaching and learning activities. The results of the study showed a significant increase in students' ability to memorize vocabulary after the application of the media-assisted differentiation method. In Cycle I, the average percentage of student and teacher activity achievement was 72%, with only 61.54% of students being able to reach the memory test passing standard. After the strategy improvement in Cycle II, the average student and teacher activity increased to 90%, while the percentage of students reaching the memory test passing standard jumped to 92.30%. This improvement demonstrates that the differentiation method, which utilizes learning media, provides more varied, engaging stimuli, and is tailored to each student's learning characteristics. The conclusion of this study is that the media-assisted differentiation method is effective in improving elementary school students' memorization of Arabic vocabulary. The implication of this finding is the importance of teachers implementing creative, adaptive, and media-based learning approaches to optimize Arabic language learning outcomes, particularly vocabulary mastery.

This study aims to determine the effect of the use of Word Search Puzzle media on English vocabulary mastery in grade IV students at MIS Nurul Hidayah Medan for the 2024/2025 academic year. Vocabulary mastery is an important aspect of learning English, as it is the basis for language skills such as reading, writing, speaking, and listening. In an effort to improve students' vocabulary skills, innovative, interesting, and interactive learning media is needed. One of the media used in this study is Word Search Puzzle, which is a game to find words in a letter box that can stimulate students' interest in learning and make it easier for them to recognize and remember new vocabulary. This study uses an experimental method with a One-Group Pretest-Posttest Design. The sample in this study is all fourth grade students of MIS Nurul Hidayah Medan, which totals 19 people. The research instrument was in the form of a multiple-choice test of 20 questions that measured students' English vocabulary mastery before and after treatment. The data was analyzed using the Paired Sample T-Test statistical test with the help of SPSS software. The results of the study showed a significant increase in the average score of students, from 55.26 in the pretest to 82.36 in the posttest. The hypothesis test showed a significance value of 0.000 (sig < 0.05), which means that Ho was rejected and Ha was accepted. Thus, it can be concluded that the use of Word Search Puzzle media has a significant influence on improving the English vocabulary mastery of grade IV students. These findings indicate that game-based learning media can be an effective strategy in English learning at the elementary school level.

This study aims to examine the effect of the use of Islamic children's songs on vocabulary mastery in early childhood. Vocabulary is a key element in children's language development, which greatly determines children's success in communicating and understanding their surroundings. Songs as a form of audio-visual media have proven effective in increasing children's language absorption because they are repetitive, rhythmic, and fun. This study uses a descriptive qualitative approach, data obtained through direct observation, teacher interviews, and documentation of the learning process. The results showed that Islamic children's songs significantly improved children's vocabulary mastery both in religious and general vocabulary contexts. Islamic songs strengthen children's memory of new words and enrich their verbal abilities in the context of learning and social interaction.

Vocabulary is an important element in language acquisition. However, currently many students lack vocabulary knowledge and many teachers still have not implemented technology in learning. This research aims to determine the effectiveness of the Memrise application in teaching English vocabulary and the differences in students’ vocabulary mastery before and after treatment. The method used is quantitative with a pre-experimental design. Data were collected through pre-test and post-test on 35 students of class X-TSM 2 SMK Sore Tulungagung in the 2024/2025 academic year. The results showed that the average score increased from 66.14 to 86.71 after using the application. The paired t-test showed a t value of -11.031 with a significance of <0.001, which means there is a significant difference. Cohen's d effect size value of -1.865 and Hedges -1.844 showed a large effect. These results prove that the Memrise application is effective in improving students' vocabulary mastery. The implication is that application-based learning such as Memrise can be an interesting and useful alternative in the English learning process at the vocational school level

This research focuses on improving English vocabulary and speaking confidence among students in English as a Foreign Language (EFL) classrooms through the implementation of Alphabet Box Learning. Many EFL students struggle with limited vocabulary and a lack of confidence when speaking, which hinders their communicative competence. The objective of this study was to examine the effectiveness of Alphabet Box Learning in addressing these problems by providing an engaging and student-centered learning experience. The study employed a quasi-experimental method involving 65 students of SMP Kristen 1 Soe. Data were collected through pre-tests and post-tests, classroom observations, and student questionnaires to assess improvements in vocabulary mastery and speaking confidence. The findings revealed that students who participated in Alphabet Box Learning activities showed significant gains in vocabulary acquisition and their willingness to speak in class were increased. The interactive nature of the method, which combines visual, tactile, and verbal elements, created a supportive environment that encouraged active participation and reduced speaking anxiety. In conclusion, Alphabet Box Learning is an effective instructional strategy for enhancing both vocabulary and speaking confidence among EFL learners. Its implementation provides meaningful, engaging, and low-anxiety language learning experiences, making it a valuable addition to communicative language teaching practices.

This research aims to analyze forms of phonological interference in the use of Indonesian by speakers of the Nias regional language in Garu II, Medan Amplas. The background of this research is based on the fact that the Nias people, as a bilingual group, often experience difficulties in pronouncing Indonesian according to the rules, resulting in symptoms of phonological deviations such as deletions, changes and additions of phonemes. Using qualitative descriptive methods and triangulation techniques (observation, interviews, documentation), this research found three main forms of interference: (1) deletion of the final phoneme (example: "jalan" becomes "jala"), (2) changes in phonemes (example: "kaya" becomes “kayo”), and (3) the addition of phonemes (example: “although” becomes “walampun”). Factors causing interference include the social environment, first language habits, low vocabulary mastery, and weak loyalty to the second language. It is hoped that the results of this research can enrich the study of phonology and become a reference in developing Indonesian for bilingual communities.