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English is an international language that plays an important role for students in the era of globalization; however, speaking anxiety or fear of speaking remains a major obstacle in academic practice within higher education institutions. This anxiety emerges as a complex psychological phenomenon involving cognitive, affective, and social aspects, rather than merely an issue of language proficiency. This study examines the problems faced by students, particularly those majoring in non English disciplines, in overcoming speaking anxiety in English academic settings. A descriptive qualitative approach was employed, with data collected through semi-structured interviews involving students of PASIM National University who exhibited varying levels of speaking anxiety. The data were analyzed using qualitative analysis techniques to identify emerging patterns and themes.The findings indicate that speaking anxiety is caused by fear of making pronunciation and grammatical errors, concern about receiving negative evaluations, limited vocabulary, and a lack of experience in communicating in English. These conditions are further exacerbated by limited opportunities for speaking practice, non-interactive learning methods, and insufficient support from teachers and peers. Students developed adaptive strategies such as relaxation techniques, thorough preparation, positive self-talk, and consistent language practice. To create a safe learning environment in which students can speak English effectively, this study proposes learning strategies that are more inclusive, supportive, and grounded in psychological principles.  

This research focuses on comprehensive analysis of the crucial role of English proficiency as a vital instrument in enhancing the holistic communication competence of English Literature students amdist the dynamics of globalization. Utilizing a literature study research method trough a systematic review of various scholarly references, academic journals, and empirical findings, this study evaluates interaction barries such as limited vocabulary, syntatic complexity, and psychological constraints including low self confidence. The findjngs demonstrate that proficient language mastery is directly proportional to the improvement of critical literary work analysis and active participation in broader academic discourse. Furthermore, this study confirms that the implementation of interactive active learning methodologies such as role playing, thematic debates, and collaborative presentations integrated with cutting edge technology acts as a primary catalyst. These strategies not only mitigate communicative barriers but also substantially enhance self directed learning efficiency and career readiness in multilingual professional environment. Ultimately, this research offers a new theoretical contribution to higher education curriculum roadmaps that are more adaptive, responsive, and outcome oriented for learners domestically and internationally. Through this approach, educational institutions are expected to produce competitive graduates ready to face the dynamic challenges of the rapidly evolving global stage.

Workplace microaggressions represent subtle and ambiguous forms of interpersonal mistreatment that are frequently normalized in organizational interactions, yet may generate significant psychological consequences for employees. While research in industrial and organizational psychology has extensively examined related constructs such as workplace incivility and ostracism, the linguistic mechanisms through which microaggressions operate remain underexplored. This study aims to systematically review Indonesian-language journal articles published between 2015 and 2025 that address workplace microaggressions and related phenomena, by conceptualizing microaggressions as speech acts. Using a systematic literature review approach guided by the PRISMA 2020 framework, relevant peer-reviewed articles were identified, screened, and analyzed through thematic synthesis. The review focuses on three main aspects: linguistic forms of microaggressions, contexts in which they emerge, and their psychological consequences in formal organizational settings, including companies and educational institutions. The findings indicate that workplace microaggressions are predominantly realized through indirect and ambiguous communicative practices, such as dismissive remarks, stereotypical humor, and interactional exclusion, often occurring within hierarchical relationships and formal work situations. These communicative acts are consistently associated with negative psychological outcomes, including stress, emotional exhaustion, reduced wellbeing, and withdrawal-related work attitudes. By integrating industrial-organizational psychology with linguistic-pragmatic perspectives, this review highlights language as a central mechanism through which microaggressions produce psychological harm at work. The study contributes a conceptual synthesis that underscores the importance of addressing everyday communicative practices in organizational interventions aimed at fostering psychological safety and employee wellbeing.

Instilling local wisdom values in early childhood is crucial for strengthening cultural identity and contextual learning. Learning media based on local wisdom needs to be developed and its effectiveness evaluated in early childhood education. This study aims to evaluate the quality of local wisdom-based instructional media for early childhood education across five aspects: systematics, language, substance, graphics, and usefulness. A descriptive quantitative survey was conducted with 100 early childhood teachers in Surakarta. The instrument was a validated questionnaire using a four-point rating scale. Reliability testing confirmed internal consistency, and ethical protocols (informed consent, anonymity) were observed. The research results show that, Findings reveal that systematics and usefulness scored highest, showing that the media is well-structured and supportive for teaching practice. In contrast, the substance and graphic aspects scored lower, indicating limited content depth and visual quality. Divergent views were noted on the use of foreign terms. Local wisdom-based instructional media is highly relevant and useful, but improvements are required in substance integration and visual design. This study contributes novelty by providing a comprehensive evaluation framework for media grounded in local culture. Practical implications highlight the importance of contextualizing media development for teachers, while future research should examine direct impacts on children’s learning outcomes.

Oral communication is a core competency in 21st-century education; however, instructional materials in elementary schools tend to emphasize reading and writing rather than structured speaking practice. This gap highlights the need for innovative learning resources that explicitly foster students’ oral communication skills. This study aimed to develop and evaluate a Project-Based Learning (PjBL) module designed to enhance the oral communication skills of fourth-grade elementary school students. The research employed a Research and Development (R&D) approach using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The participants were 30 fourth-grade students, and the developed module was validated by three experts in material, media, and language. Data were collected through validation sheets, teacher and student response questionnaires, and pretest–posttest performance assessments.The expert validation results indicated high feasibility, with scores of 95% (material), 94% (media), and 96% (language), yielding an overall average of 95%. Teacher and student responses demonstrated strong practicality (92% and 88%, respectively; average 90%). The effectiveness test revealed a significant improvement in students’ oral communication performance, with mean scores increasing from 67 (pretest) to 86 (posttest), resulting in an N-Gain of 0.65, categorized as moderately high effectiveness. These findings suggest that the developed PjBL module is feasible, practical, and effective in improving elementary students’ oral communication skills. The study contributes to the field of communication-oriented instructional design by demonstrating how structured project-based modules, supported by simple digital enhancements such as QR-linked instructional videos, can systematically integrate speaking practice into Indonesian language learning at the primary level.

In the context of rapid educational transformation and increasing demands in English language teaching, teacher professional identity has become central to how teachers interpret experiences and sustain professional engagement. However, limited research has examined how such identities are co-constructed through the collaborative narratives. Addressing this gap, this study explores how Vietnamese Generation-Z English-as-a-Foreign-Language teachers construct and negotiate their professional identities through collaborative narrative interactions. Grounded in a post-structuralist perspective and informed by Positioning Theory, the study conceptualizes teacher identity as discursively produced and contextually negotiated through storytelling. Employing a collaborative trio-narrative inquiry design, data were generated through individual narrative interviews, group narrative conversations, and reflective journals with these three teachers. A theme-based narrative analysis, guided by Clandinin and Connelly’s three-dimensional framework and Positioning Theory, was systematically conducted. Findings revealed that participants’ identities developed through reflexive interpretations of past experiences, interactive negotiations in present teaching practices, and future-oriented projections of their possible selves. These identity (re)constructions were further embedded within a moral order characterized by personal affection, responsibility, and professional commitment. The study itself contributes to teacher identity research by foregrounding collaborative meaning-making and processes of self- and other-positioning. Pedagogical implications are offered for teacher education and continuing professional development, alongside acknowledged limitations and directions for future research.

Personal financial management behavior has gained prominence amid economic globalization, digital transformation, and crisis-induced shifts that reshape individual decision-making, budgeting, saving, and risk practices. This study conducts a comprehensive bibliometric analysis to chart the intellectual structure, growth patterns, and future orientations of research in this domain. Drawing on 312 English-language publications from the Scopus database spanning 2000 to 2024, the analysis employs VOSviewer for co-authorship, keyword co-occurrence, and co-citation mapping, complemented by performance metrics on trends and productivity. Findings reveal a marked acceleration in scholarly output, particularly after 2020, driven by heightened attention to digital tools and resilience factors. Thematic clusters highlight progression from foundational literacy and demographic influences to psychological mediators (e.g., self-efficacy, attitudes) and outcomes centered on well-being and socialization. Geographic contributions concentrate in the United States and Indonesia, with strong Asia-Pacific networks, while productive authors form specialized collaborative hubs. The intellectual base integrates behavioral frameworks with empirical applications, underscoring interdisciplinary depth. These insights address fragmentation in prior work by providing a unified knowledge map, revealing gaps in cross-cultural integration and dynamic digital modeling. Implications extend to guiding targeted interventions for financial education and policy, fostering individual resilience in volatile environments. This synthesis supports scholars and practitioners in advancing evidence-based approaches to sustainable personal finance practices.

This study examines compounding in exposition texts written by Grade XI students of SMA Swasta Anastasia. The study is motivated by the importance of word formation processes in enriching vocabulary and improving students’ writing skills, particularly in expressing ideas clearly and systematically. This research aims to identify the forms and meanings of compound words used in students’ exposition texts. A qualitative descriptive method with content analysis was employed, and the data were analyzed based on the concept of compounding in morphological studies. The findings reveal that students use various types of compound words, including noun–noun combinations, adjective–noun combinations, and reduplication forms that produce new meanings. The results indicate that compounding contributes to meaning clarification and enhances students’ ability to communicate ideas effectively through written texts. However, students’ competence in using compound words is still developing and influenced by their linguistic environment and learning experiences. This study contributes to morphology research and Indonesian language education by highlighting the role of word formation in students’ writing development.

Indonesian language education plays a strategic role in strengthening national identity and preserving cultural values amid the pressures of globalization. In the global era, the dominance of foreign languages, digital media, and transnational cultures poses challenges to the existence of national languages and local cultural identities. This study aims to analyze the role of Indonesian language education as an instrument for reinforcing national identity and cultural awareness in formal educational settings. The research employs a qualitative descriptive method with a literature review approach, examining scientific journals, policy documents, and relevant educational studies published within the last five years. Data were analyzed through content analysis to identify patterns, themes, and conceptual relationships related to language education and cultural identity. The findings reveal that Indonesian language education not only functions as a medium of communication but also serves as a vehicle for transmitting national values, cultural narratives, and collective identity. Learning materials that integrate local wisdom, literature, and cultural texts significantly contribute to students’ cultural awareness and national character development. Furthermore, Indonesian language education plays an important role in fostering critical literacy, cultural resilience, and a sense of belonging among learners in a globalized context. The study implies that strengthening Indonesian language education through curriculum development, contextual learning, and teacher competence enhancement is essential to sustaining national identity and cultural continuity in the era of globalization.

This study examines the implementation of Indonesian Language learning in higher education as a foundation for developing students’ academic literacy within an Outcome Based Education (OBE) framework. The research is motivated by serious concerns regarding students’ low academic writing ability, weak critical reading skills, and inconsistent use of academic language, which hinder the formation of academic culture at universities. The objective of this study is to describe and interpret the learning process, challenges, and outcomes of Indonesian Language courses in fostering academic literacy. This research employed a qualitative descriptive approach conducted intensively over a three-week period. Data were collected through classroom observations, in depth interviews with lecturers and students, and document analysis of lesson plans, teaching materials, and students’ academic assignments. The findings reveal that although the course design conceptually aligns with OBE principles, its classroom implementation has not fully emphasized reflective processes, critical engagement, and consistent academic language practice. Learning activities tend to focus on task completion rather than on the development of academic thinking processes. The study implies that Indonesian Language learning should be strengthened through reflective, contextual, and process oriented strategies to enhance students’ academic literacy and academic identity. These findings contribute theoretically to studies on academic literacy and practically to the improvement of Indonesian Language instruction in higher education.

The development of academic writing skills among university students remains a serious challenge in higher education, particularly in Indonesian language courses that are often perceived as theoretical and procedural. This study aims to reconstruct Indonesian language learning through an Outcome Based Education (OBE) approach to strengthen students’ scientific writing skills at Universitas Muhammadiyah Maumere. Employing a qualitative research design, data were collected through classroom observations and in-depth interviews with students and lecturers over a three-week period. The findings reveal that OBE based learning encourages clearer learning objectives, increases students’ awareness of academic writing standards, and fosters reflective and critical writing practices. Students demonstrated improved understanding of scientific text structures, argument development, and academic language conventions. Furthermore, the learning process shifted from teacher centered instruction to a more participatory and student oriented model, allowing students to actively construct knowledge through observation, discussion, and writing practice. The study also highlights that the integration of contextual learning and continuous feedback plays a crucial role in enhancing students’ confidence and motivation in academic writing. These findings imply that OBE based Indonesian language instruction can serve as an effective pedagogical strategy to cultivate academic literacy, critical thinking, and responsible scholarly attitudes among university students. The study recommends broader implementation of OBE principles in language education to support sustainable improvement in higher education learning outcomes.

This study is grounded in the growing concern over the weakening of students’ critical literacy skills and cultural awareness in higher education, particularly in the context of rapid digitalization and the dominance of global discourse. Local cultural traditions, especially those rooted in Maumere society, have not been optimally utilized as meaningful academic literacy resources in Indonesian language learning. This research aims to explore how Maumere cultural traditions can be integrated as sources of critical literacy to strengthen students’ interpretative, analytical, and reflective abilities. Employing a qualitative research approach, data were collected through classroom observations, in depth interviews with students and lecturers, and documentation of learning materials in Indonesian language courses at Universitas Muhammadiyah Maumere. The findings reveal that traditional texts, narratives, rituals, and oral expressions from Maumere culture contain rich linguistic, ethical, and symbolic meanings that support the development of critical reading and writing skills. The integration of cultural texts encourages students to engage more deeply with academic discourse while simultaneously reinforcing local identity and cultural sensitivity. This study implies that culturally grounded literacy practices not only enhance academic competencies but also contribute to the preservation of local wisdom within higher education learning frameworks.

At the age range of 11–12 years, children enter the final phase of primary school which is marked by rapid development in various aspects, including cognitive, psychomotor, social, and moral, all of which are interrelated in the educational process. The development of elementary school-age children is the main foundation for the formation of personality, intelligence, and social-moral skills in the future. This study aims to analyze and describe the developmental analysis of aspects (cognitive, psychomotor, social, and moral) in children aged 11–12 years. This study uses a qualitative and descriptive approach, where data is collected through observation, interviews and documentation to understand behavior in depth. The results of the case study on the subject of Syifa Khairunnisa show that the development of these four aspects is well internalized in daily life. Syifa's cognitive development can be seen from her ability to understand material through repetition, awareness to adjust the way of learning when difficult, and the ability to explain lessons to friends in simple language. Psychomotor development is seen in good coordination of movements (e.g. in sports), fine motor skills, and self-control. In the aspect of Social Development, Syifa shows the ability to interact positively, work together, and choose peaceful ways to resolve differences of opinion. Lastly, Syifa's moral development is reflected in the attitude of caring, honesty, responsibility, obedience to school regulations, and the practice of religious values. Overall, this case study confirms that the development of children at the end of primary school is a holistic process that requires integrated support from the school environment and family.

This study aims to (1) identify and describe the forms of rhetorical strategies used by students in language and literature learning, and (2) analyze the reflection and implementation of elements of Makassar cultural traditions in these rhetorical strategies. This study uses a qualitative approach with descriptive methods. Data collection techniques are carried out through direct observation of the learning process and in-depth interviews with students as research subjects. The data obtained are analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that students apply several main rhetorical strategies, such as the use of metaphors, similes, symbolic expressions, and local idioms that represent the values ​​of siri' na pacce, namely the concepts of self-esteem, solidarity, and empathy in Makassar culture. These culture-based rhetorical strategies are proven to be able to increase the effectiveness of academic communication, enrich language expression, and strengthen students' awareness and understanding of local cultural identity in the context of language and literature learning in higher education.

This study aims to examine the relationship between the intensity of social media use and academic writing ability of students in the Indonesian Language and Literature Education Program at Universitas Muhammadiyah Jember. This research employed a quantitative approach with a correlational design. The research sample consisted of 49 students selected using proportional sampling techniques. Data were collected through questionnaires measuring the intensity of social media use and instruments assessing academic writing ability using a Likert scale. Data analysis was conducted using descriptive statistics and Pearson correlation with the assistance of SPSS software. The results indicate that students’ social media usage intensity falls into a high category, while their academic writing ability is classified as moderate to good. The Pearson correlation analysis revealed a correlation coefficient of r = 0.731 with a significance value of 0.000 < 0.05. These findings demonstrate a positive and significant relationship between the intensity of social media use and students’ academic writing ability. Therefore, it can be concluded that social media, when utilized in a positive and academic-oriented manner, can support the development of students’ academic writing skills.

This study discusses the role of prayer in shaping character and daily ethics as one of the main pillars of Islamic teachings. Prayer is not merely a ritual act of worship but also serves as a means of spiritual and moral education and shapes the overall personality of Muslims. This study uses a literature review method by examining various sources such as books, journals, and scientific articles relevant to Google Scholar from 2020 to 2025, sourced from 20 Indonesian-language journals and 5 English-language journals. Based on this background, prayer plays an important role in instilling values of discipline, responsibility, sincerity, patience, and self-reflection, which contribute to the formation of an individual's character and integrity. In addition, prayer also serves as the foundation of social ethics by fostering honesty, justice, empathy, politeness, and solidarity in social interactions. There is also congregational prayer, which, when performed, can strengthen the values of togetherness, brotherhood, and social concern, which are the foundations of a harmonious social life. Research shows that consistent and solemn prayer practices can control desires, prevent immoral and evil deeds, and provide mental and spiritual balance for the practitioner. Thus, prayer is an important instrument in the moral and spiritual development of Muslims and is relevant in facing modern challenges such as stress and social ethical degradation.

Early childhood growth and development detection is an important process to identify potential physical, cognitive, emotional, and social developmental disorders in children before the age of six, which can help prevent long-term health and educational problems. Developmental screening is an initial assessment activity conducted to determine a child’s level of development according to their age. This screening aims to detect early whether a child’s development is within normal limits or if there is a possibility of developmental delay. This study aims to examine the developmental screening of children aged 5–6 years at RA Bunayya II. The research method used is qualitative research. Data were collected through observation and interviews. The results of the study indicate that all children are in the category of Developing as Expected. This is shown by the predominance of “Yes” responses on the indicators of the Pre-Developmental Screening Questionnaire (KPSP), which include aspects of speech and language, gross motor skills, fine motor skills, as well as social-emotional development and independence.

This study reviews the implementation of Content and Language Learning (CLIL) in Indonesia senior high school through a systematic review. The review aim to identify research trends, report benefits, and key challenges of CLIL in Indonesia education context. Following the FRISMA guidelines, nine peer-reviewed studies published between 2021 and 2025 were selected from reputable academic databases. The analysis focuses in research design, learning outcomes, and implementation n issues, and it applies the CLIL 4Cs framework—Content, Communication, Cognition, and Culture—as the main analytical lens. The finding indicates that CLIL has appositive impact on student engagement, learning   motivation, and better understanding of content and increased confidence in using English in academic context. CLIL also support active learning and encourages higher-order thinking skills. However, the review reveal several challenges that limit effective implementation. These include limited teacher readiness, insufficient English proficiency among teachers and students, lack of collaboration between subject teachers and English teachers, nd difficulties is assessing content and language learning simultaneously. Analysis the 4Cs framework show that Content and Communication are the most emphasized componet in current CLIL practices, while Cognition receives moderate attention and culture is rarely adressed explicitly. The study concludes that although CLIL is feasible and beneficialfor Indonesia senior high schools, its long-term succes depend on continues teacher professiional development, stronger institutional support, and clearer integration within the Merdeka Curriculum. Theis review provide useful insights for educators, researcher, and policemakers to improve bilingual and CLIL-based instruction in Indonesia.

Posyandu (Integrated Health Post) is a community based health center that demonstrates community participation in health development. Posyandu provides a variety of integrated services, including family planning, maternal and child health (MCH), nutrition, immunization, and diarrhea management, all implemented simultaneously. Posyandu is also included in the Community-Based Health Efforts (UKBM) and is part of the Village Public Health Institution's activities. This study aims to analyze factors influencing mothers' visits to Posyandu by toddlers. The research method used was a literature review, examining ten relevant scientific articles. The article search was conducted through Google Scholar and Garuda databases, with the inclusion criteria being Indonesian-language articles published within the last five years (2021–2025). The study results indicate that factors influencing mothers' visits to Posyandu include knowledge, attitudes, education, employment, family support, the role of cadres, and access to health services. These findings emphasize the importance of strengthening the role of cadres and family support in increasing Posyandu visits.

The advancement of information technology has increased young children’s exposure to digital devices, which potentially affects language development. This study aims to analyze the relationship between daily screen time duration and language development of children aged 5–6 years in Desa Mendalo Indah, Kecamatan Jambi Luar Kota, Kabupaten Muaro Jambi. This research employed a descriptive qualitative approach with a case study design. The subjects were six children aged 5–6 years who had more than two hours of daily screen time. Data were collected through observations of children’s language abilities, interviews with parents, and documentation of daily activities, and analyzed using Miles and Huberman’s (2014) interactive model, including data reduction, data display, and conclusion drawing. The results showed variations in children’s language abilities despite having relatively similar screen time durations. Children who received active parental guidance and accessed educational content demonstrated better receptive and expressive language skills, including following sequential instructions, forming simple sentences, and expressing ideas verbally. Conversely, children who used screen time passively without supervision tended to have limitations in vocabulary acquisition, concentration, and verbal interaction. These findings indicate that screen time duration alone is not the sole determinant of children’s language development; it is also influenced by the quality of parental guidance, the type of content accessed, and social interaction experiences. This study is expected to provide guidance for parents, teachers, and early childhood education practitioners in managing digital media use wisely to optimally support children’s language development.