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This study investigates the impact of introducing the basics of English morphology to English as a Foreign Language (EFL) students. Morphology, the study of word formation and structure, is fundamental to understanding and mastering any language. The research focuses on how foundational knowledge of English morphology influences EFL students' language acquisition and proficiency. By incorporating morphological instruction into the curriculum, students can enhance their vocabulary, improve their reading comprehension, and develop a deeper understanding of grammatical structures. The study involved a group of EFL students who received systematic instruction in morphology, including the identification and usage of roots, prefixes, and suffixes. Pre- and post-tests were administered to measure the student's progress. The results indicated a significant improvement in the student's linguistic skills, particularly their ability to decode and construct words and overall language comprehension. The findings suggest that integrating morphology into EFL teaching strategies can provide substantial benefits, facilitating more effective language learning and boosting students' confidence in English. This research underscores the importance of morphological awareness in EFL education and offers practical implications for educators aiming to enhance their teaching methods to support student success in acquiring English.

As the main source of law in Islam, the Qur'an has described various types of criminal offenses and their punishments, which are called Jarimah. This is relevant to the aim of enacting God's laws on this earth for the benefit and happiness of humans themselves. The provisions of sanctions that Allah gives to the perpetrator of the abuse are not intended to take revenge for what he has done, but rather to fulfill the rights of Allah and the rights of the persecuted family as a form of justice, providing a deterrent effect and protecting the public. As amukallaf, humans should obey and submit to the sharia rules that Allah has established in the Qur'an in order to be safe from sanctions both in this world and in the afterlife. The crime of theft is a violation of social norms, both state legal norms and religious norms. Any religion does not justify its followers stealing, because it will be detrimental to the victim and social order (Iqbal, 2021). In the Indonesian Criminal Code, the crime of theft is written in the Criminal Code (KUHP), Volume XXII II, Articles 362-367, Crime of Property, which has various types and sanctions for theft. (Lutfi, Kurniaty, Basri, & Krisnan, 2022). According to crime statistics published by BAPPENAS, the level of property crime or theft in Indonesia increased during 2012-2013, with 25,036 cases in 2012 and 25,593 in 2013. (Aeni, 2021). If we look at other countries, countries that follow the rules of Islamic law, namely Saudi Arabia, the application and provisions of this country's laws are derived from the rules of the Islamic religion, which uses the Koran and Hadith as sources of law. to take the law. According to the Arab Social Defense Organization, Saudi Arabia has much lower rates of property or theft than in Arab countries such as Syria, Sudan, Egypt, Iraq, Lebanon and Kuwait, which do not implement Islamic criminal law. The rate of property crime or theft in these six countries is much higher, namely 650 times higher than Saudi Arabia. (Fitrah, 2021). The problem is that ordinary people do not have a deep understanding of Islamic criminal law. People will only feel that Islamic criminal law fines are sadistic, inhumane and violate human rights. It is believed that any theft must be sanctioned, or the punishment is amputation, although certain conditions must be met in Islamic law for amputation to be punishable. (Muhammad Wahyu, 2018). The Indonesian Criminal Code and Criminal Code have different legal systems and sanctions for perpetrators of theftAbstracts consist of abstracts in English and abstracts in Indonesian. The abstract uses Garamond letters (10 pt) with a word count of 150 to 300 words. Abstracts must be concise, clear and complete. The abstract must contain the research objectives, methods, results (findings) and recommendations.

This article underlines the significance of teaching the English language to raise awareness of women's empowerment. It explores beyond the basic understanding of language proficiency to educate on gender issues and encourage progressive action. By reviewing the literature, the article identifies effective teaching strategies for discussing women's empowerment issues in the context of English language learning. This article aims to contribute to raising social awareness and inspire concrete actions towards achieving gender equality. In an increasingly complex and globalized society, understanding the importance of women's role in development is critical to achieving sustainable and inclusive development.

Language is a need for everyone. Language is also an element of culture and a symbol for a person to communicate all needs. For the Indonesian people, Indonesian has a very important position because Indonesian is the national language and state language. Indonesian as the national language as a nation was built on the basis of ethnic and cultural diversity, Indonesia has good capital in fostering a sense of nationalism and strengthening national identity through the use of Indonesian. The existence of the Indonesian language, which is the identity of the Indonesian nation in the current era of globalization, needs to be fostered and socialized by every Indonesian citizen. This is necessary so that the Indonesian people are not carried away by foreign influences and culture that are not in accordance with the language and culture of the Indonesian people. The influence of such sophisticated communication tools must be faced by maintaining the identity of the Indonesian nation, including the identity of the Indonesian language. This all concerns the discipline of speaking the national language, by complying with all the rules or regulations for using the Indonesian language. Globalization affects all aspects of life, including language. The increasingly global language used by all nations in the world is English, which has more than one billion users.

This study conducts a comprehensive content analysis of the textbook titled "Everyday English for Hospitality Professionals". Through the lens of textbook evaluation, the research aims to assess the effectiveness and suitability of the content in meeting the learning needs of professionals in the hospitality industry. Utilizing established criteria, the analysis scrutinizes the relevance, clarity, and practicality of the material, particularly in facilitating language skill development tailored to the demands of the hospitality profession. The findings of this study offer valuable insights for curriculum development and instructional material selection, contributing to the enhancement of English language learning experiences for hospitality professionals.

Education serves as the main pillar in the effort to develop human resources, continually evolving in line with the progress of time. Within the realm of education, English language learning plays a crucial role. However, the process of English language learning often faces challenges, including low levels of student motivation. This research explores the use of gamification with integrated chatGPT as an innovative solution capable of boosting student motivation and making learning more engaging and effective. Adapting previously proposed methodologies, this application is web-based, developed using Laravel, and tested using Likert scale. The testing yielded a satisfactory average result of 83%, with a 15.64% increase in user scores. The findings of this research provide a positive contribution to enhancing the quality of English language education in Indonesia, particularly at the Junior High School level.

This research aims to find out the effectiveness of the Canva application in improving students' writing skills in narrative texts in class X-A with a total of 30 students at Sman 1 Kesamben. The design of this research is Pre Experimental using One Group Pretest-Posttest. In One Group Pretest-Posttest there are 3 steps, first the researcher gives a pre-test, then carries out treatment, and after treatment the researcher gives a post-test. To obtain data the author used a test, before the test was tested on students, a trial test was carried out at the same level to determine the reliability and validity of the test. Data analysis techniques use SPSS version 23. The results of this study show that the average pre-test score is 69 and the average post-test score is 82, this shows that the post-test score and average are better than the pre-test. Apart from that, the t-test result showed that the score was sig. (2-tailed) <0.05 means there is a difference between the scores from the pretest and posttest. This means that the hypothesis will not be rejected and the alternative hypothesis will be accepted, which can be interpreted as meaning that there is a significant influence of using Canva on the writing skills of class X-A students at SMAN 1 Kesamben. Based on the results of this research, it is recommended for teachers to use the Canva application in learning English, especially writing skills so that students can learn easily and have fun. Apart from that, it is recommended for future researchers to research the use of the Canva application in learning with other topics to find out students' or teachers' responses to using the Canva application.

The alpha generation is the children that the millenial generation has left behind. This article was written by Mark Mc Crindle and published in the Business Insider magazine (Christina Sterbenz, 2015). The Alpha Generation (2011–2025) is the most advanced generation in terms of digital technology and the least advanced generation in comparison to the previous generation. Every day, almost 2.5 million children of the Alpha Generation are born into the world. The generation most familiar with the internet over the long term is Gen A. Mc Crindler also asserts that the Alpha generation is not averse to technology, somewhat socially adept, somewhat creative, and somewhat independent. Alpha generators require quick and somewhat chaotic processes. By enticing them with a technology, they become socially alienated. This article aims to understand the challenges faced by the Alpha Generation in the Industrial Revolution. For many people, literacy is a familiar language. Literasi is a concept with a complex, dynamic, and ever-changing definition that is defined by several methods with extreme caution. According Keywords: Literacy, Technology, Development, and Generation Alpha. to an online Merriam-Webster dictionary, the words "literature" and "letter" come from the Latin and English languages, respectively. Literasi is quality, or the ability to read and write with huruf/aksara that is included in the text. Technology is described as a concept that has to do with the type of application and knowledge about how it might improve human ability to identify and modify objects that are around. At this point in time, technological advancement is experiencing relatively slow advancement. The idea of technological advancement is to advance technology from one era to the next, making it more advanced or better. The ability of the Alpha generation to communicate (read, write, study, and sketch) has somewhat declined as a result of the rapid advancement of technology. Many Alpha children nowadays are highly dependent on their gadgets (games, YouTube videos, and other apps). However, due to technological developments, alpha generation children are lagging behind in literature, which is why they are interested in reading at an age when they should be able to read and understand the content of what they read.  

This study evaluates the effectiveness of the "English for Specific Purposes for Meetings" textbook authored by Kenneth Thompson, published by OXFORD University Press, through a descriptive analysis method. Drawing on Tomlinson's theoretical criteria, the evaluation highlights the textbook's alignment with learner needs and its efficacy in fostering engagement and confidence in professional communication settings. Findings indicate that the textbook effectively integrates contemporary topics and diverse learning activities to support authentic language use and active learning. However, a notable area for improvement is the need for outcome feedback opportunities. Overall, while the "English for Meetings" textbook demonstrates substantial effectiveness in addressing learner needs within professional contexts, areas for enhancement exist, suggesting avenues for future research to inform improved language teaching practices for ESP learners.  

This research aimed to analyze the content of the English textbook "English for International Tourism" by Peter Strutt using the approach proposed by Brian Tomlinson. The research utilized a qualitative descriptive technique through checklist observations of several indicators of book content criteria. The analysis focused on the relevance, coherence, learner engagement, suitability, readability, and creativity of the materials presented in both textbooks. The findings revealed that "English for International Tourism" successfully presented updated, varied, engaging, and challenging content that not only fostered learner engagement in the tourism industry but also aided in developing learners' confidence and relevant language skills. Moreover, this book met various criteria for effective language learning materials, including facilitating learner comfort, building confidence, providing relevant and useful content, and offering opportunities for communicative language use. The book also considered various learning styles, affective attitudes, and provided feedback for delayed positive instructional effects.

In summary, the comprehensive analysis of students' responses to 11 distinct questions about the utilization of TikTok as a learning medium in English-speaking classes yields valuable insights. The unanimous agreement among the interviewed students underscores the overall advantage of TikTok as an effective and versatile learning tool. Firstly, TikTok proves to be a valuable supplementary resource, providing diverse content that aids in better understanding study materials. Students emphasize that the platform's content enhances their comprehension, offering additional learning material that is both engaging and accessible. Secondly, TikTok's interactive features, such as stitch videos and duets, emerge as pivotal components that inject an engaging and enjoyable dimension into the learning process. Students express a strong preference for these features, highlighting their positive impact on the learning experience. Thirdly, TikTok significantly contributes to bolstering students' confidence in speaking English. The students' responses emphasize that the platform acts as a transformative space where they overcome initial apprehensions about fluency. Through consistent speaking practice, students report feeling more motivated and self-assured when communicating in English. Additionally, the analysis reflects a positive correlation between TikTok usage and increased motivation to learn English. The platform's dynamic and interactive nature contributes to a more stimulating learning environment, encouraging students to actively engage with the language. Furthermore, students note that TikTok facilitates a deeper understanding of English materials. The visual and auditory elements in TikTok videos enhance their comprehension and retention of vocabulary and pronunciation. Despite these positive aspects, it's essential to acknowledge potential drawbacks. Some students express concerns about distractions on TikTok, which may divert their focus from the intended educational content. This highlights the need for effective time management and self-discipline when using TikTok as a learning tool. In conclusion, the data-driven analysis reveals a multifaceted perspective on the advantages and disadvantages of using TikTok as an English learning tool. While it significantly contributes to supplementary learning, interactivity, and confidence-building, students need to navigate potential distractions. Ultimately, TikTok emerges as a valuable and effective tool in language education, requiring a balanced approach to optimize its benefits for English learners.    

Alcohol abuse is a growing problem around the world. Especially in adolescents, alcoholic beverages are often consumed excessively for specific purposes. Looking at the problem, the question arises what influences adolescents to become addicted to alcohol, so this paper aims to find out what factors influence adolescents in Indonesia to become addicted to alcohol. This research was conducted using a descriptive literature review method. Literature was searched and found through Google Scholar with the keywords "addiction", "alcohol", "adolescents", and "alcohol". The inclusion criteria based on these keywords were (1) presenting articles in Indonesian or English, (2) published in 2018-2023, (3) discussing factors affecting alcohol addiction, and (4) downloadable. The exclusion criteria used were (1) the article was a thesis, thesis, case study, scoping review and (2) published before 2018. The results found that adolescents who are addicted to alcohol are influenced by various factors. Namely, environmental, cultural, and personal factors. Often teenagers who are addicted to alcohol are influenced by the environment.

This study aims to evaluate the effectiveness of English textbooks for special purposes, particularly in the context of learning English for education. The content analysis method was used to evaluate the textbook with a focus on its purpose, content, methodology, and practical aspects. The results of the analysis showed strengths in purpose, approach, design and organization, as well as language aspects such as vocabulary and grammar. However, there were weaknesses in content coverage and integration of important components such as grammar and pronunciation. The implication is that this study emphasizes the importance of textbook evaluation to ensure the quality and effectiveness of learning, by adapting the materials to learners' needs and integrating methodologies that are in line with the latest educational developments.

Real Work Lecture (KKN) collaborated with Field Experience Practices (PPL) in increasing student potential through English-based learning. English is a world language used to communicate between countries. The ability to speak English must be owned by everyone, especially elementary school children. English-based learning in education is often implemented with less attractive media, so students' interest in learning English is quite low. This article examines the implementation of work programs that meet the needs of Anuban Jitjongrak school community in improving English language skills. Language and facility limitations are a challenge for students in implementing appropriate work programs. The service method carried out KKN-PPL debriefing, observation and interviews, implementation of work programs, and evaluation of activities. As for the target in the implementation of this KKN-PPL are students at Anuban Jitjongrak School.

Pronunciation skills are fundamental in English language learning, especially in the correct articulation of regular past tense verbs. However, students often experience difficulties in accurately pronouncing such verbs due to the differences between English spelling and pronunciation. To address this issue, this study investigated the effect of the English Language Speech Assistant (ELSA) application on the pronunciation ability of tenth-grade students at SMA Negeri 2 Pematang Siantar. This research utilized a quantitative approach with a quasi-experimental design, involving 64 students divided equally into an experimental group (X-3) and a control group (X-9) selected through purposive sampling. The experimental group received instruction using the ELSA Speak application, while the control group was taught using conventional teaching methods. Data were collected through pre-tests and post-tests, then analysed using an independent sample t-test. The mean pre-test scores for the experimental and control groups were 50.34 and 50.21, respectively, while the mean post-test scores were 82.56 and 67.37. The t-test analysis revealed a significance value (2-tailed) of 0.000, which was lower than the significance level of 0.05 (0.000 < 0.05). Additionally, the computed t-value exceeded the t-table value (t-observed > t-table at df=62 and α=0.05), leading to the acceptance of the alternative hypothesis (Ha) and the rejection of the null hypothesis (H₀). This indicates that there is a significant difference between students taught using the ELSA Speak application and those taught using conventional methods. Based on the research findings, it can be concluded that the ELSA Speak application significantly improves students’ pronunciation abilities in pronouncing English regular past tense verbs.

This study investigates the efficacy of dynamic assignment strategies in enhancing English language proficiency, engagement, and motivation among learners compared to traditional assignment methods. Through a mixed-methods approach, involving quantitative analyses of language proficiency scores and engagement levels, as well as qualitative insights from student perspectives and teacher observations, the research highlights the significant advantages of integrating dynamic assignments in English language learning. Results indicate that students participating in the dynamic assignment group showed statistically significant improvements in overall language proficiency, particularly in speaking and writing skills (p < 0.05). Additionally, these students reported higher levels of cognitive, emotional, and behavioral engagement (p < 0.05), which were positively correlated with their language proficiency improvements (r = 0.62, p < 0.01). This suggests that the more engaged students are in their learning process, the better their language learning outcomes. From the qualitative data, students expressed a greater motivation and interest in learning English, attributing this to the real-world relevance and applicability of the dynamic assignments. Teachers corroborated these findings, noting enhanced active participation, collaboration, and improvements in students’ communication skills and confidence. However, both students and teachers identified challenges, including increased preparation time and the need for clearer guidelines to maximize the benefits of dynamic assignments. The study concludes that dynamic assignment strategies significantly contribute to improving language proficiency and engagement among English language learners. It suggests that addressing the identified challenges could further optimize the effectiveness of these strategies. This research advocates for a shift towards more interactive, relevant, and engaging teaching methodologies in language education to better prepare learners for real-world communication.

Herbal medicine is a traditional medicine that is in great demand because it is made from natural ingredients with minimal side effects. This creates irresponsible producers who add BKO to increase sales. One of the medicinal chemicals that is often added is diclofenac sodium. The aim of this research is to review the journal of medicinal chemical analysis (BKO) of sodium diclofenac in herbal medicine in order to determine the effectiveness of the stationary phase and mobile phase in the thin layer chromatography method and the effectiveness of the solvent in UV-Vis spectrophotometry in the analysis of the medicinal chemical of sodium diclofenac in preparations herbal medicine. This research method is a literature study, by searching for articles on the Google Scholar database. Some of the keywords used include solvent optimization in the analysis of diclofenac sodium in herbal medicine preparations using the TLC method and UV-Vis spectrophotometry, optimization and validation of determining the levels of diclofenac sodium in herbal medicine preparations using the TLC method and UV-Vis spectrophotometry, analysis of diclofenac sodium in herbal medicine preparations. using the TLC method and UV-Vis spectrophotometry, and validation of determining the levels of diclofenac sodium in herbal preparations using the TLC method and UV-Vis spectrophotometry. The search strategy is limited by using several filters, including publication year between 2018 – 2023, selection of full text type and English and Indonesian. This research method is a literature study, by searching for articles on the Google Scholar database. Some of the keywords used include solvent optimization in the analysis of diclofenac sodium in herbal medicine preparations using the TLC method and UV-Vis spectrophotometry, optimization and validation of determining the levels of diclofenac sodium in herbal medicine preparations using the TLC method and UV-Vis spectrophotometry, analysis of diclofenac sodium in herbal medicine preparations. using the TLC method and UV-Vis spectrophotometry, and validation of determining the levels of diclofenac sodium in herbal preparations using the TLC method and UV-Vis spectrophotometry. The search strategy is limited by using several filters, including publication year between 2018 – 2023, selection of full text type and English and Indonesian.

The purpose of this study was to examine the significant effects across genders of the use of the Somatic Auditory Visual Intellectual (SAVI) on the writing of students in SMA Negeri 1 Payakumbuh District. The sample was two classes of 52 students, an experimental class XI IPS 2 taught using SAVI and a control class XI IPS 4 taught by a conventional model (Teacher Center). Each class consisted of two groups based on gender (male and female). The data were then analyzed using the ANOVA test. Before running the ANOVA test, we performed assumption tests, i.e., normality and homogeneity tests. Here are the results of this study:(1) SAVI is more effective than traditional models. (2) Female students have better writing skills than male students. (3) There is a correlation between teaching methods and students using SAVI in writing instruction. English teachers are therefore encouraged to use SAVI in writing classes. This method positively contributes to improving the student’s writing skills. 

The purpose of this study was to examine the significant effects across genders of the use of the Somatic Auditory Visual Intellectual (SAVI) on the writing of students in SMA Negeri 1 Payakumbuh District. The sample was two classes of 52 students, an experimental class XI IPS 2 taught using SAVI and a control class XI IPS 4 taught by a conventional model (Teacher Center). Each class consisted of two groups based on gender (male and female). The data were then analyzed using the ANOVA test. Before running the ANOVA test, we performed assumption tests, i.e., normality and homogeneity tests. Here are the results of this study:(1) SAVI is more effective than traditional models. (2) Female students have better writing skills than male students. (3) There is a correlation between teaching methods and students using SAVI in writing instruction. English teachers are therefore encouraged to use SAVI in writing classes. This method positively contributes to improving the student’s writing skills. 

This research work aims at evaluating the importance of the introduction of spelling as a vocabulary strategy for students in the teaching of English as a foreign language at senior high school level, and how this can be a beneficial tool as input for the acquisition of new vocabulary, then a helpful means to produce a correct writing. To attain such an aim, the researcher administered a pre-test and a post-test. The former was intended to determine the pre-instructional knowledge of the graphic form of words, whereas the latter was aimed at finding out whether the spelling strategy implemented during instruction was effective in enhancing the subjects’ ability to write with less spelling mistakes. The test was interposed by two sequential lessons. The results of this innovative investigation have confirmed the hypothesis which states that if we train students to pay a careful attention to the form of words this would help them to spell them and write correctly. The learners under investigation proved to have learnt most of the vocabulary items of the proposed text.