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This study investigated the implementation and effectiveness of Task-Based Language Teaching (TBLT) in enhancing the English reading skills of tenth-grade students at an Indonesian senior high school. The research was motivated by the persistent gap left by traditional language teaching methods, which frequently emphasize grammatical accuracy and vocabulary memorization while often neglecting the development of practical reading abilities. To address this issue, the study systematically examined the application of TBLT through three structured phases: pre-reading, main reading, and post-reading tasks. Each phase was designed to promote active learning, critical thinking, and student engagement in the reading process. The methodology involved classroom observations, task-based instructional activities, and an analysis of student exam scores as the primary indicators of progress. During the pre-reading phase, students were encouraged to activate prior knowledge and predict content, which helped build contextual understanding. In the main reading phase, tasks focused on developing essential reading strategies such as skimming for general ideas and scanning for specific information. 

The Qur'an, as the greatest miracle revealed to the Prophet Muhammad peace be upon him, possesses a linguistic excellence unmatched by Arab writers, both during and after the revelation. The beauty of its sentence structure, rhetorical power, and the depth of meaning in each sentence make the Qur'an an authentic proof of the Prophet's prophethood. Among the prominent linguistic characteristics in the Qur'an is the use of the istifham style interrogative sentences, which in the science of balaghah is included in the branch of ma'ani. Interrogative sentences in the Qur'an are not always intended to ask for answers, but often contain rhetorical intent that strengthens arguments, raises awareness, or even touches the psychological aspects of the reader. 

This study is aim to find out the significant effect of using grammar racing game to the students’ grammar score (simple present tense)  and the students’ interest toward grammar racing as media in teaching grammar for the Students of Elementary School Education Teacher Program In University of Palangka Raya. The study includes in Quantitative Paradigm with Experimental Design. The researcher designed the Lesson Plan, conducted the treatment and observed the students’ score by pretest and posttest. The population of study was at the first semester students which consisted of three classes. The researcher chose 1A as sample. The sample was determined using purposive sampling technique. After getting the data that were from pretest and posttest, the researcher analyzed the data using ttest formula to test the hypothesis stated based on the result of analysis, it was found that the value of tobserved = 8.677 and the ttable =2.03. It showed that the tobserved was higher than the ttable and to answer the second alternative hypotheses research used questionnaire there are 94 % of 43 students of 1A was interest toward grammar racing game as media in teaching grammar. The result of testing hypothesis determined that the Alternative Hypothesis (Ha) stating that there was significant effect of using grammar racing game toward student’s grammar score of Elementary School Education Teacher Program was accepted and Ho stating that there was no significant effect of using grammar racing toward student’s grammar score was rejected.

This study analyzes Kompas.com’s news coverage of the Papua conflict and human rights issues during the 2024 Presidential Debate to examine media neutrality through Norman Fairclough’s Critical Discourse Analysis (CDA) integrated with Teun A. Van Dijk’s model. The analysis covers three dimensions: micro (text), meso (discursive practice), and macro (social practice), using a qualitative descriptive method. Data from 21 news excerpts reveal that social and political contexts are clearly represented, focusing on the strategies of the three presidential candidates in addressing human rights and conflict issues in Papua. The findings highlight the importance of realizing the Papua-related commitments made during the debate by the elected president, given the rising trend of violence and the unresolved justice issues in the region. The study demonstrates that media coverage, even by a leading news outlet such as Kompas.com, carries the potential to influence public perception regarding sensitive political and social issues. At the micro level, the language and lexical choices in the news articles often convey subtle ideological positions, including the framing of human rights violations and conflict events, which may reflect both explicit and implicit biases. At the meso level, discursive practices, including editorial decisions, headline constructions, and sourcing patterns, contribute to the shaping of narratives, highlighting certain aspects of the candidates’ statements while minimizing others. Meanwhile, at the macro level, the broader societal and political context, including historical grievances, regional tensions, and national political dynamics, provides the backdrop against which news coverage is produced and consumed, indicating the complex interplay between 

This study was motivated by the low interest and skills of seventh-grade students at Darul Ulum Budi Agung Private Islamic Junior High School, which was caused by the use of uninteresting teaching methods and the lack of innovative learning media during classroom activities. This study aimed to develop animated video learning media for seventh-grade students' descriptive text material. The research methodology uses research and development with the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The population in this study was seventh-grade students at MTs Swasta Darul Ulum Budi Agung, with a sample size of 30 students from class VII-1 and 30 students from class VII-5. Data collection was conducted through observation, interviews, validation tests, questionnaires, and documentation, then analyzed using SPSS V.26 software with normality tests, homogeneity tests, and t-tests to obtain valid and accurate results. The research results indicate that the developed animated video was deemed highly suitable by media experts (90%), language experts (84%), and subject matter experts (86%). The practicality of the animated video also received highly practical results, with 94% of teachers, 58% of control class students, and 92% of experimental class students responding positively. Additionally, the effectiveness of the animated video showed an improvement in students' writing skills, with an average of 67.66 for the control class and 84.83 for the experimental class in the effective category. This study demonstrates that animated videos can serve as an alternative teaching material that supports the learning process and leads to significant improvements in learning outcomes.

The purpose of this research and community service is to identify the problems that occur in the Sukamulya Cikupa Tangerang community and to conduct outreach activities on the role of parents in shaping a generation with Islamic character in the digital era. The method used is Participatory Action Research (PAR). The PAR method is a research and community empowerment approach that positions the community as active participants in the process of identifying problems and designing solutions. This outreach activity is the result of collaboration between residents, the Izzatin Nisa Islamic study group, Muhammadiyah University of Tangerang, and local community leaders. The community service was carried out at Maditerania Residence Sukamulya, Cikupa District, Tangerang Regency. The outreach participants consisted of housewives, teachers, community leaders, and factory workers, totaling 300 participants. The resource person in this outreach activity was a lecturer from Muhammadiyah University of Tangerang. The results of this research and community service are that there are negative impacts of digital technology devices on the younger generation. To prevent these negative impacts, the role of parents is needed in educating, supervising, and providing digital literacy provisions to the younger generation to avoid negative impacts. There is also a need for public education regarding the role of parents in shaping a young generation with Islamic character in accordance with Islamic teachings in the digital era.

Understanding verb-noun collocations is essential for exploring how abstract personal qualities are represented in language. This study aims to find out the types of verbs that occur before the five self-related compound nouns (self-esteem, self-confidence, self-assurance, self-worth, and self-respect), and investigate their collocational patterns. The data in this study were obtained from the Corpus of Contemporary American English (COCA). The data were collected by applying the documentation method. The technique involved searching for five compound nouns within the corpus and recording instances of their use. These occurrences, along with their collocates, were then copied and organized in an Excel spreadsheet. In the spreadsheet, columns were adjusted to separate and classify key elements such as the compound noun, the collocating verb, frequency data, and context sentences. The collected data were analyzed qualitatively to provide insights into lexical patterns, the types and tokens of frequency. The results show that the verbs that collocate with five self-related compounds in COCA vary in number and frequency, with self-confidence showing the highest types (20) and self-assurance the lowest (9). The verb build appears most frequently with self-confidence and self-esteem (4 tokens each), suggesting both are viewed as qualities that can be constructed or improved. Self-respect predominantly collocates with have (4 tokens), implying it is seen as possessive, while self-worth reflects both positive and negative framing through increase and reduce (2 tokens each). In contrast, self-assurance is frequently associated with lack (4 tokens) and show (2 tokens), indicating its absence or visibility. These patterns reveal that verb collocates offer important insights into how language frames self-constructions.

This study examines in depth how English learning motivation plays a role in influencing the level of engagement of physiotherapy students with English-language educational materials. The theoretical basis of this study refers to Self-Determination Theory, which emphasizes intrinsic and extrinsic motivational aspects, and Gardner's socio-educational model, which highlights the difference between integrative and instrumental motivation in second language learning. This study involved 44 students of STIKES Bethesda Yakkum Yogyakarta who had taken at least one semester of English for Specific Purposes (ESP). The research design used a quantitative correlational approach, with data collection through a standardized questionnaire that measured integrative motivation, instrumental motivation, and the level of student engagement with English-language academic learning resources. The results showed that integrative motivation had a significant positive correlation with student engagement (r = 0.56, p < 0.01), while instrumental motivation also showed a significant positive correlation (r = 0.62, p < 0.01). Multiple regression analysis indicated that both were significant predictors of engagement, with instrumental motivation being slightly more dominant in explaining variance in engagement (β = 0.40, p < 0.001). This suggests that physiotherapy students are more motivated to use English-language academic materials when motivated by practical needs such as professional career preparation and global communication. This finding confirms that motivation is a key factor that can drive student engagement with English-language academic content. Practical implications of this study include the need for contextualized ESP learning strategies, career-relevant curriculum design, and institutional policies that support increased student exposure to international academic materials to strengthen global competency.  

The low reading interest and literacy skills of elementary school children in Indonesia remain a problem that requires creative and sustainable solutions. Factors such as limited access to quality books, a lack of reading habits at home, and uninteresting learning approaches are often the causes of a weak literacy culture among students. To address this problem, the Student Community Service Program (KKN) of Sebelas Maret University students in Singodutan Village implemented an activity aimed at fostering a culture of literacy in children through a Reading Book Content-Based Project at SDN 3 Krisak. The concept of this activity integrates reading activities with the creation of creative projects that are appropriate to the content of the reading, so that students not only understand the text but are also able to process the information into real products. This study used a qualitative approach with a phenomenological research type to understand students' experiences during the activity. Data were collected through observation, documentation, and literature review, which were then analyzed descriptively. Activities included selecting reading books appropriate to students' ability levels, shared reading, discussions about the reading content, and the creation of creative projects such as posters, picture stories, or artwork inspired by the reading material. The results of the activity showed an increase in student participation in reading activities, an increase in interest in books, and an improvement in their ability to process information into creative works. Furthermore, students demonstrated greater self-confidence when presenting their work to their classmates.

The Titanic drama contains many figurative expressions that reflect deep emotions, life values, and internal conflicts. These figures of speech are used to describe love, fear, sadness, and hope in a more vivid and memorable way. The emotional experiences of the characters, especially Jack and Rose, are shown not only through direct dialogues but also through creative figurative language. This study aims to examine the types of figures of speech found in Titanic, a drama film directed by James Cameron. Using a qualitative descriptive method, this study analyzes the film's dialogues based on the conceptual figurative theory proposed by Lakoff and Johnson. This study identified three main types of figures of speech: structural, ontological (including personification and metonymy), and orientational figures of speech. The results showed that structural figures of speech were the most dominant type, appearing in 45.9% of the total data, followed by ontological figures of speech at 29.7%, and orientational figures of speech at 24.3%. This finding proves that figures of speech are not only used to beautify language but also to express feelings and views on life in a deeper and more emotional way. The allusions in Titanic help the audience understand the characters' thoughts and experiences better.

This study aims to describe the types and functions of directive speech acts found in Indonesian language learning interactions at SMP Negeri 3 Gianyar. Employing a descriptive qualitative research design, the data were obtained through note-taking and recording of teacher–student interactions during classroom activities. The analysis followed four main stages: data reduction, data collection, data display, data interpretation, and conclusion drawing. Directive speech acts, which are utterances intended to prompt the listener to perform a specific action, are an essential component of classroom discourse, as they directly influence student participation, classroom management, and instructional clarity. The findings reveal a total of 109 directive speech act utterances produced by both teachers and students. These utterances are categorized into six types: 18 requests, 52 questions, 22 commands, 3 prohibitions, 10 permissions, and 4 pieces of advice. Each type of directive speech act is used to achieve specific communicative purposes. Further analysis identified 11 distinct functions realized within these utterances, namely: requesting, inviting, pleading, asking, wishing, demanding, directing, instructing, prohibiting, permitting, and advising. For instance, teachers predominantly employed questioning and commanding functions to guide learning processes, check comprehension, and maintain classroom order, while students tended to use requesting and asking functions to seek clarification or assistance. The results of this research highlight the significant role of directive speech acts in facilitating interactive and goal-oriented communication in the language learning environment. Understanding the types and functions of such speech acts can provide valuable insights for educators in designing effective communication strategies that foster active learning, encourage student engagement, and create a positive classroom atmosphere. This study contributes to the broader field of pragmatics and educational linguistics by emphasizing the practical application of speech act theory in Indonesian language teaching contexts.

This study examines the translation shifts in the short story The Gift of the Magi, which was translated from English to Indonesian under the title Pemberian Sang Majus by Maggie Tiojakin. The purpose of this study is to identify and analyze the types of translation shifts present in the short story. Data collection was carried out using the documentation method, with the data analyzed based on Catford's translation shift theory using a descriptive qualitative approach. The findings of this study reveal that several types of translation shifts are evident in the short story. These include shifts of level, shifts of structure, shifts of unit, and shifts of intra-system. Shifts of level occur when an item in the source language at one linguistic level has an equivalent in the target language at a different level. For example, a phrase in the source language may be translated as a word or clause in the target language. Shifts of structure refer to differences in grammatical structures between the source and target languages, such as changes in sentence construction or word order to ensure fluency in the translation. 

English, as an international language, plays a significant role in education, especially in preparing students to face global challenges. However, the teaching of English in rural schools still faces several obstacles that affect the effectiveness of learning. This study aims to identify and analyze the challenges faced by English teachers at MTs Rubath Naqsyabandiyah, a school in a rural area. The study uses a qualitative approach with a case study method, where data is collected through classroom observation and in-depth interviews with English teachers. Data analysis follows the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study show several main challenges in teaching English, including low student interest in the subject, lack of support from parents and the surrounding community, teachers' perceived low quality, and high administrative and curriculum burdens. Students in rural areas often fail to see the relevance of English learning to their everyday lives, which reduces their motivation to learn. Additionally, the lack of support from parents worsens the challenges that teachers face in teaching English in these schools. To address these challenges, the study provides several recommendations aimed at improving the effectiveness of English teaching in rural schools. First, increasing student interest by developing fun and relevant teaching methods that connect English to daily activities, local culture, and regional potential. Second, involving parents in supporting their children's English language learning.

This study aims to investigate the effectiveness of using Trello as a learning tool in project-based learning (PjBL) to improve senior high school students' hortatory exposition text writing skills. The research employed a quasi-experimental method with a pretest-posttest control group design. It was conducted in one of the senior high schools located in Sidoarjo, Indonesia. The total population of the study consisted of 202 students, from which a sample of 60 students was selected using purposive sampling. The sample was divided equally into two groups: an experimental group and a control group. The experimental group was taught using Trello as part of the PjBL approach, while the control group received instruction through a conventional learning method. The instruments used to gather data were writing essay tests and a writing assessment rubric. Data were collected through pretests and posttests to assess students' writing performance. The statistical analysis showed that there were significant differences in the writing outcomes between the two groups. The experimental group’s mean pretest score was 64.50, which improved to 91.23 in the posttest. Meanwhile, the control group’s pretest score averaged 64.37 and increased to 83.80 in the posttest. Notably, the improvement in the experimental group was more substantial, particularly in the areas of content development and text organization. These findings indicate that integrating Trello into a project-based learning framework can significantly enhance students’ abilities in writing hortatory exposition texts. In conclusion, the use of Trello as a collaborative digital platform within PjBL has a positive impact on students’ writing skills and can serve as an effective learning tool in EFL writing classrooms.

This study also highlights the importance of ongoing professional development for pre-service teachers, emphasizing that preparation for handling diverse classroom needs is crucial for effective DI implementation. Pre-service teachers identified the need for more targeted training in understanding students' individual learning styles and needs, especially when dealing with large classrooms and limited resources. The findings also suggest that collaborative learning among educators, through workshops and peer mentoring, plays a significant role in overcoming the challenges of DI. In addition, institutional support was identified as a key factor in facilitating the effective use of DI. Participants reported that a lack of resources, such as teaching aids and time, was a primary barrier to the full implementation of DI. Schools and educational institutions were urged to provide more resources and structured support systems to enable teachers to tailor their teaching methods to accommodate the varying abilities of their students. Furthermore, the integration of technology was highlighted as an effective strategy to differentiate instruction, allowing teachers to cater to diverse learning needs in a more flexible and engaging manner. For instance, digital tools such as learning management systems and interactive applications were utilized by some participants to create personalized learning paths for students, fostering both engagement and motivation. These strategies not only helped overcome some of the limitations faced by the teachers but also allowed students to engage more actively with the learning material. Ultimately, this study emphasizes that the successful implementation of Differentiated Instruction requires a collaborative effort between pre-service teachers, their educational institutions, and ongoing support systems.

Self-evaluation is an important instrument in teacher professional development, as it can help identify strengths and weaknesses in learning practices. This study aims to describe in depth the practice of teacher self-evaluation, the supporting and inhibiting factors, and its impact on teacher professional development in the school environment. This study used a descriptive qualitative approach with a case study method focused on a teacher at SMA Negeri 1 Maumere. Data collection techniques were conducted through an open-ended questionnaire designed to explore teachers' understanding of self-evaluation practices, as well as observations of lesson planning documents. The results showed that the teachers who were the subjects of the study had fairly good lesson planning and demonstrated a commitment to improving the quality of teaching. However, several challenges remained, such as difficulties in optimally adapting the curriculum to student needs and limitations in developing and implementing relevant learning evaluation instruments. Furthermore, the utilization of evaluation results for learning improvement has not been optimal. Although teachers have been active in Classroom Action Research (CAR), the integration of self-evaluation results into learning innovations still requires strengthening. Factors supporting self-evaluation include teachers' intrinsic motivation to develop, principal support, and relevant training. Meanwhile, inhibiting factors include time constraints, administrative burdens, and the lack of reflective forums at the school level. This study confirms that self-evaluation conducted in a structured and reflective manner can play a significant role in improving teachers' professional competence and the quality of learning in schools.

This study explores the semantic fields of love and loss in Lord Huron’s song "The Night We Met," using a lexical semantics framework. Song lyrics, known for their emotional depth, serve as a rich source for analyzing affective meaning, particularly through word selection and repetition. The primary research question addresses how semantic fields are constructed within minimalist lyrical compositions to convey complex emotional states. In this analysis, a qualitative descriptive method is applied to examine the song's lexical items and group them into thematic semantic fields. The study finds that the song uses a concise set of lexemes connected to themes of memory, temporal disorientation, grief, and love. These thematic fields intertwine, interacting to depict a narrative that encapsulates unresolved emotional pain. Love and loss are not presented in isolation but are embedded in a broader emotional context, where words evoke both the sweetness of past affection and the sorrow of its absence. The overlap of these semantic fields reflects the internal conflict experienced by the narrator, torn between cherished memories and the painful realization of loss. The study concludes that despite the song’s brevity, the lyrics effectively evoke profound emotional responses through a meticulous choice of words and thematic consistency. The semantic fields constructed within the song illustrate how even minimal language can convey intense emotional content, providing valuable linguistic insight into the function of lyricism in popular music. The research demonstrates the ability of short, poignant lyrics to engage listeners emotionally, revealing how lyricists use limited language to encapsulate complex feelings of love and loss.

In contemporary media, characters who self-diagnose with psychological disorders often reflect deeper emotional and psychological complexities rather than clinically accurate conditions. One compelling example is found in the British dark comedy-drama series The End of The F**ing World*, where James claims to be a psychopath. However, this self-diagnosis raises critical psychological questions: Is James truly incapable of empathy, or is his label a defense mechanism masking unresolved trauma from his childhood? By applying Sigmund Freud’s psychoanalytic theory—particularly the structural model of personality (id, ego, superego)—alongside Anna Freud’s theory of defense mechanisms, this study investigates the role of self-diagnosis not as an objective or medically valid truth, but as a psychological shield to avoid emotional vulnerability and confrontation with repressed pain. James' behaviors are analyzed through selected scenes and dialogues in the series, with additional triangulation from the original graphic novel to support the interpretation. The analysis reveals that James’ declaration of being a psychopath aligns more with mechanisms such as repression, projection, and emotional numbing, rather than the clinical criteria of psychopathy. His emotional detachment is revealed to be a constructed barrier stemming from maternal loss, neglect, and fear of connection. The study concludes that self-diagnosis in this context acts as a subconscious strategy to cope with unresolved trauma and to maintain psychological equilibrium amid inner conflict. This case exemplifies how fictional representations can mirror real-life struggles with identity, mental health, and the desire to label complex emotions through simplified diagnostic terms, especially in youth who lack proper support systems.  

This community service activity aims to increase the capacity of residents of Tumpangrejo Hamlet, Ngenep Village, Karangploso District, Malang Regency through training in the manufacture and use of solar-powered lamps. The main problem faced by residents is limited access to electricity in some areas, especially in remote areas not yet covered by the PLN electricity network. Furthermore, there is a lack of knowledge about environmentally friendly renewable energy technology and its potential use in daily life. The activity method begins with socialization about solar energy, where residents are given an understanding of the basic principles and benefits of solar energy as an environmentally friendly alternative energy source. Then, practical training is conducted on assembling solar-powered lamp components, which includes installing solar panels, batteries, and LEDs. During the training, participants are guided to understand each stage of the assembly process and the importance of maintaining the equipment to ensure its long-lasting and optimal function. Technical assistance is also provided after the training to ensure residents can apply the skills learned in their daily lives. Participants are encouraged to assemble and maintain solar-powered lamps independently, so they do not solely rely on external parties for maintenance. The results of this activity demonstrated an increase in residents' knowledge and skills in understanding the concept of solar energy, as well as their ability to independently assemble and maintain solar-powered lamps. Furthermore, residents began utilizing solar-powered lamps for street and household lighting. This reduced reliance on conventional electricity sources, which are often limited and expensive. This activity is expected to become a model for community empowerment based on appropriate technology in rural areas, improving their quality of life through the sustainable use of available natural resources.

This study aims to explore students' perceptions of creating digital video projects as a tool for teaching and improving speaking abilities. A descriptive qualitative research design was applied, involving 50 students enrolled in the Intermediate English course during the second semester of the Machine Automotive Study Programme at Politeknik Negeri Jember. Data collection techniques included questionnaires distributed via Google Forms, consisting of multiple-choice and open-ended questions, complemented by semi-structured interviews to gain deeper insights. The focus was on understanding how students perceive the effectiveness of digital video projects in enhancing their speaking skills and overall language learning experience. The findings revealed that most students had a positive attitude toward creating digital video projects, stating that such activities significantly enhanced their confidence, fluency, and pronunciation in English. Many participants emphasized that digital video projects encouraged them to practice speaking repeatedly, which contributed to reducing anxiety and improving their performance. The study also found a clear connection between students' intrinsic motivation to improve their speaking skills and the perceived benefits of completing digital video tasks. Additionally, students highlighted the creative aspect of video-making, which fostered collaboration, critical thinking, and self-expression. The role of the lecturer was identified as crucial in guiding students throughout the project, particularly in overcoming technical and linguistic challenges. The study concludes that integrating digital video projects into speaking lessons not only improves speaking ability but also motivates learners to take active participation in language learning.