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This study investigates how Bahasa Medan, a distinctive regional dialect from North Sumatra, is used, transformed, and sustained within the digital environment of TikTok. Drawing on Hymes’ (1972) theory of the speech community and supported by sociolinguistic frameworks from Gumperz (1982), Holmes (2013), Bell (1984), and Bucholtz and Hall (2005), the research explores how Medanese youth employ their dialect across multimodal forms of communication—spoken performances, textual captions, and interactive comment exchanges. Using qualitative descriptive methods, the study examines content from selected TikTok creators who integrate Bahasa Medan into their videos to express humor, identity, and solidarity. The findings reveal that TikTok functions as a digital speech community where dialectal expressions such as palak, sor, beserak, slek, berondok, and merajok serve as linguistic markers of belonging and cultural pride. Furthermore, users exhibit strategic code-switching among Bahasa Medan, standard Indonesian, and English to balance local authenticity with global participation. These interactions demonstrate how linguistic creativity, humor, and social engagement enable regional dialects to thrive in transnational digital spaces. The research ultimately shows that Bahasa Medan on TikTok is not merely a form of entertainment but a dynamic expression of identity, cultural continuity, and community in the era of globalized media.

This community service program aims to enhance the English communication skills of strawberry farmers in Pancasari Village, Sukasada District, Buleleng Regency, as an effort to strengthen tourism competitiveness through agrotourism. The activity was carried out through practical English training using a participatory and context-based approach that reflects the farmers’ real communication needs. The training consisted of two main stages: a classroom session employing the role-play method and a field practice session held directly at the strawberry farm with the involvement of local tourists and student assistants. The training materials covered daily expressions commonly used in interactions with visitors, including greetings, product explanation, offering activities, and basic transaction language. The primary learning media were a bilingual communication booklet and situational training modules, both developed from the results of a prior needs analysis. The evaluation results showed a significant improvement in the participants’ English communication abilities. Based on the pre-test and post-test results, the average improvement reached 43%, particularly in speaking confidence, vocabulary mastery, and fluency. Participants also demonstrated increased enthusiasm and professionalism when interacting with tourists in English. This program proves that practical and role-play–based training is effective in developing both linguistic competence and communicative confidence among local farmers. It also strengthens their role as tourism actors who contribute to the sustainable development of the Pancasari agrotourism area.

Academic writing skills are one of the essential aspects of developing students’ academic literacy from the beginning of their university studies. However, most first-year students in the 2025 academic year in the English Department, Faculty of Languages and Literature, Universitas Negeri Makassar, still face difficulties in understanding the structure, language, and ethic of academic writing. This community service aims to improve the academic literacy skills of first-year students through a comprehensive and practical academic writing training program. The implementation methods included several stages, namely pre-test, material presentation, writing exercise, and post-test. The Training materials covered the structure of scientific papers, the use of academic language, paraphrasing techniques, citation ethics, and reference management using reference manager tools. The participants consisted of 40 first-year students who took part in a full-day training session. The results showed a significant improvement in all assessment aspects, with the average score increasing from 56.8 in the pre-test to 83.9 in the post-test. The highest improvement was observed in the accuracy of citation and referencing, which increased by 33.2%. These findings indicate that the training effectively enhanced students’ understanding of systematic and ethical principles of academic writing. Therefore, this activity contributes to strengthening the academic culture and preparing students for academic writing during their studies.

Academic writing skills are one of the essential aspects of developing students’ academic literacy from the beginning of their university studies. However, most first-year students in the 2025 academic year in the English Department, Faculty of Languages and Literature, Universitas Negeri Makassar, still face difficulties in understanding the structure, language, and ethic of academic writing. This community service aims to improve the academic literacy skills of first-year students through a comprehensive and practical academic writing training program. The implementation methods included several stages, namely pre-test, material presentation, writing exercise, and post-test. The Training materials covered the structure of scientific papers, the use of academic language, paraphrasing techniques, citation ethics, and reference management using reference manager tools. The participants consisted of 40 first-year students who took part in a full-day training session. The results showed a significant improvement in all assessment aspects, with the average score increasing from 56.8 in the pre-test to 83.9 in the post-test. The highest improvement was observed in the accuracy of citation and referencing, which increased by 33.2%. These findings indicate that the training effectively enhanced students’ understanding of systematic and ethical principles of academic writing. Therefore, this activity contributes to strengthening the academic culture and preparing students for academic writing during their studies.

Islamic boarding schools (pesantren) as Islamic educational institutions face modernization challenges in developing effective learning methods. Action learning as an experience and reflection-based learning approach emerges as a relevant alternative. This article aims to conduct a systematic literature review on the implementation of action learning and experiential learning in Indonesian Islamic boarding school education. The research method uses a systematic literature review approach by analyzing 15 indexed journal articles from the 2018-2025 period. Inclusion criteria include articles in Indonesian and English, published in accredited journals, and discussing action learning or experiential learning in Islamic boarding schools. Analysis results reveal three main findings: (1) action research has been implemented to address specific problems such as student mental health with humanistic and participatory approaches, (2) experiential learning is applied through hadith learning, entrepreneurship programs, and life skills development that enhance cognitive abilities, communication, and student adaptation, (3) integration of action learning with pesantren values creates a distinctive learning model combining tradition and innovation. Identified research gaps include minimal longitudinal studies, lack of long-term impact measurement, and limited comparative analysis among pesantren. This study recommends developing a theoretical framework for action learning contextual to pesantren characteristics and further research with more comprehensive methodologies.

This community service program, entitled English for Global Communication: Strengthening Intercultural Competence among Polytechnic Students, was led by Doris Yolanda Saragih, S.Pd., M.Pd., in collaboration with Clementine and Josh, guest lecturers from the United Kingdom. The activity took place at Politeknik Bisnis Indonesia on September 1, 2025, involving 60 students across two interactive learning sessions. The program aimed to enhance students’ ability to communicate effectively in global settings by integrating language proficiency, cultural awareness, and practical communication strategies. The learning process applied a communicative and experiential approach, featuring discussions, simulations, and task-based learning to develop students’ speaking fluency, cross-cultural sensitivity, and confidence. The participation of native English speakers provided authentic exposure to international discourse and cultural perspectives, which enriched the overall learning experience. Evaluation results indicated a significant improvement in students’ oral communication skills, vocabulary use, and intercultural understanding. Furthermore, participants demonstrated higher motivation and readiness to apply English in academic and professional contexts. Overall, this community engagement initiative effectively contributed to enhancing global communication competence and supported the institution’s mission to cultivate globally competitive and culturally aware graduates.

This classroom action research (CAR) aims to improve students’ English-speaking skills in formal communication contexts. The study focuses on second-semester students of the Business and Professional Communication Study Program at Politeknik Negeri Madiun in the 2024/2025 academic year. The main problem addressed is the students’ low ability to speak English formally and fluently. The objective is to determine whether watching YouTube videos can enhance students’ formal speaking performance. The research employed both qualitative and quantitative methods. Qualitative data were obtained from students’ performance scores before and during the implementation, while quantitative data were gathered through observations, questionnaires, and interviews to compare pre-test and post-test results. The intervention used several active viewing techniques, including active viewing, freeze framing and prediction, silent viewing, and reproduction activity. The findings indicate a consistent improvement in students’ speaking abilities across all research cycles. The average scores increased from 61.1 in the pre-test, to 63.6 in post-test Cycle I, 66.6 in Cycle II, and 70.0 in Cycle III. These results demonstrate that integrating YouTube videos with active viewing techniques effectively enhances students’ formal speaking competence. In conclusion, the use of interactive video-based learning can significantly support the development of English-speaking skills in formal contexts for vocational students.

In the digital age, English Education students still face difficulties in developing Academic English Proficiency because classroom learning is still dominated by traditional methods that are less appealing to digital natives. This study aims to explore and evaluate the integration of TikTok Learning Games (TLG) as a gamification-based learning medium to improve EAP for students in the English Education Study Program at Medan State University. Using a qualitative approach with a limited Research and Development model, data was collected through open-ended questionnaires and digital observations on TikTok, then analyzed using thematic analysis. The results showed that after two weeks of implementing TLG, students experienced improvements in academic vocabulary, pronunciation, contextual understanding, learning motivation, and speaking confidence, with 80% of participants stating that learning felt more enjoyable and less boring. However, a small number of students did not show significant changes due to limited access to technology and inconsistent use. Overall, this study concludes that TLG is an effective and practical digital gamification strategy for improving English proficiency, and can be used as a reference for lecturers in developing social media-based learning innovations in higher education.

The Daily English Quotes program was implemented to enhance the self-confidence and speaking skills of Beauty Department students at SMK Negeri 3 Palangka Raya. This activity was carried out at the end of each English lesson, where two students took turns reading inspirational English quotes aloud. Afterward, the teacher provided constructive feedback related to pronunciation, meaning, intonation, and the moral values contained in the quotes. The study applied a qualitative descriptive approach involving observation, interviews, and student reflections. The findings revealed notable improvements in students’ participation, pronunciation accuracy, fluency, and self-confidence in speaking English. The classroom atmosphere became more communicative, enjoyable, and supportive, allowing students to express themselves more freely without fear of making mistakes. Based on data from 45 students, 80% showed increased participation, 76% reported higher confidence, and 72% demonstrated better fluency. Therefore, the Daily English Quotes program proved to be an effective and sustainable strategy for fostering motivation, positive character, and communicative competence among vocational students.

The digital era has transformed communication patterns among millennials and Gen Z in Indonesia. This study analyzes the phenomenon of code-mixing and code-switching on social media among students at STIE Balikpapan as representatives of the digital generation in a multiethnic environment. Employing a qualitative method with a virtual ethnography approach, data were collected through six months of virtual participant observation and systematic digital documentation across multiple social media platforms. The findings reveal that code-mixing predominantly occurs in intra-sentential and intra-lexical forms, while code-switching takes inter-sentential forms according to communication contexts. The primary factors driving mixed language use are social identity, communication efficiency, and audience adaptation. Balikpapan's multiethnic context enriches these practices through interactions among Indonesian, regional languages, and English. These findings contribute to the field of digital sociolinguistics and serve as a reference for language learning in higher education institutions and the development of Indonesian language policies.  

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

This community service activity aimed to enhance English pronunciation skills and establish a consistent speaking habit among students of SMKN 3 Palangka Raya. Thirty-six students of class X TKJ (Computer and Network Engineering) participated in a one-month program using thematic sentence templates, repetitive pronunciation drills, and self-reflection through voice recording feedback. The implementation employed a participatory and descriptive-qualitative approach, involving active collaboration between facilitators, teachers, and students throughout all stages. Weekly themes included self-introduction, daily activities, hobbies, and opinions to create a contextual and meaningful learning situation relevant to students’ daily lives. The results showed noticeable improvement in pronunciation clarity, increased awareness of pronunciation errors, and higher confidence in speaking English during classroom activities. However, aspects such as fluency and vocabulary variation remained limited due to the short duration of the program. Overall, the pronunciation habituation strategy proved effective in fostering awareness, comfort, and sustainable speaking habits when applied consistently over a longer period.

This study aims to improve high school students' listening skills through the application of Voice of America (VoA) Learning English. Using a classroom action research (CAR) approach in two cycles at a high school in Yogyakarta with 36 students, this study assessed listening skills before and after using the application. Data were collected through pre-tests, post-tests, observations, and interviews, and analyzed using an interactive model and SPSS. The results show that the use of VoA Learning English improves students' listening skills, motivation, and engagement, while also proving the effectiveness of technology-assisted learning through authentic listening materials. This study recommends the integration of digital media in teaching English listening skills.

This systematic literature review (SLR) thoroughly investigates the significant role of English for Public Administration (EPA) in improving the overall employability of STIA Tabalong graduates in an increasingly competitive job market. Employing a rigorous and structured search protocol across major academic databases such as Scopus and Google Scholar, this study carefully synthesizes key findings from relevant scholarly articles published between 2015 and 2025. The comprehensive review reveals that proficiency in EPA is absolutely crucial for effective professional communication in various public sector roles, significantly impacting a graduate's ability to secure employment and advance their career. Key findings indicate a strong correlation between specialized English skills and job opportunities, while also highlighting common challenges in EPA implementation, such as a lack of relevant teaching materials and pedagogical limitations. The findings provide concrete implications for STIA Tabalong, suggesting necessary curriculum enhancements to better align with industry demands and to bridge the existing skills gap.

This qualitative case study examines how the Communicative Language Teaching (CLT) approach can be adapted to general English classes in a higher education institution in Timor-Leste to answer the long-standing question of how students can acquire speaking proficiency in a multilingual learning environment. The paper brings into focus the incorporation of CLT into classroom activities with special emphasis on the application of role play, pair work, seminars, simulations, and task-based learning as means of promoting interactive and communicative competence. A descriptive qualitative case study design was used to develop in-depth knowledge of contextual teaching and learning experiences, the perspectives of the participants, and naturally occurring practices in the institutional setting. Semi-structured interviews, classroom observations, and document analysis were the data-gathering methods. Purposive sampling was used to select the two lecturers and seven students directly involved in teaching general English. Thematic analysis was used to analyse the data, which made it possible to identify repeated themes and patterns that revealed both opportunities and difficulties in implementing CLT in context. The results of the study indicate that, despite the adaptation of the CTL approach in teaching practices, its implementation is often sporadic due to concerns about English proficiency, teacher training, and flexibility in using local and official languages during instruction. The research demonstrates the necessity of adapting CLT methods to the local education environment and arranging long-term professional development for lecturers. This study helps us understand how context-sensitive CLT approaches can lead to improved results in teaching and learning English in Timor-Leste. The interactive approach and the systematic teacher model could significantly improve students' communicative competence.

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

This study investigates students’ perceptions of Smalltalk2Me, an artificial intelligence (AI)-powered conversational assistant designed to improve speaking skills in classroom learning. The main objective of this research is to explore how students perceive the tool’s effectiveness, usefulness, interactivity, and overall learning experience when using it for speaking practice. The research employed a qualitative descriptive method, with data collected through semi-structured interviews involving students who had used Smalltalk2Me as part of their English-speaking activities. The interview data were analyzed thematically to identify emerging patterns related to engagement, motivation, and skill development. The findings reveal that students view Smalltalk2Me as an effective and accessible tool that enhances speaking fluency and confidence since it allows practice anytime and anywhere. Students also appreciate its realistic conversation simulations and personalized feedback, which help them recognize pronunciation errors, improve vocabulary use, and refine sentence structure. Additionally, the AI assistant creates a supportive and low-anxiety learning environment, making learners more comfortable expressing themselves in English. Overall, the study concludes that Smalltalk2Me serves as a valuable supplementary tool for improving students’ speaking competence and fostering autonomous learning in technology-enhanced language classrooms.

Speaking is a crucial component of communication. Speaking employed various tasks, expressing emotions or demands, requesting, and providing information. However, many students encounter challenges in speaking as a result of various difficulties. To address this, teachers can use interview techniques; interview techniques help to assess students' speaking skills to see and improve students' speaking skills. The objectives of this research are to explore the use of interview techniques to assess students' speaking skills and the difficulties and the benefits of using interview techniques. This research used basic interpretative qualitative research. This research was conducted on four English teachers in Surabaya, Indonesia, who had experienced an interview before. In collecting data, the researcher used interview and semi-interview guidelines. The findings indicate that the teachers used different types of interview techniques. The result showed interview technique can assess the students' speaking skills adapted to the teacher's need in English teaching. However, this technique also has difficulties and benefits that teacher and students may face. This study offers significant insights into teachers' perceptions and applications of interview techniques to assess students'' speaking skills. The findings of this research are anticipated to serve as a reference point and contribute pertinent data regarding teachers' experiences.

This Community Service (PKM) activity aims to improve the English language skills of Micro, Small, and Medium Enterprises (MSMEs) operating in the tourism sector in the Whale Shark area of ​​Sumbawa. This training program is designed with a focus on mastering vocabulary and practical expressions commonly used in the context of tourism services, especially for interacting with foreign tourists. The material provided includes English for Tourism with a participatory, contextual, and applicable approach. The training method includes role-play activities, conversation simulations, and various practical exercises adapted to real-life situations in tourism activities in the Whale Shark area. During the implementation, participants were actively involved in the learning process through direct practice and group discussions. Based on the results of the evaluation, this activity showed a significant increase in the participants' self-confidence and English communication skills. Thus, this training has proven effective in helping MSMEs in tourism to be better prepared to face the global market and provide higher-quality services to foreign tourists, while also supporting the development of local tourism destinations based on foreign language competency.

This study aimed to analyze the application of Sinclair and Coulthard’s verbal and nonverbal model in teaching descriptive text to 11th-grade students. Using a qualitative descriptive approach, this research was conducted through Classroom Discourse Analysis based on a recorded English teaching session at MAS Darul Azhariyun. The data consisted of the teacher’s and students’ verbal and nonverbal interactions, transcribed and categorized according to Sinclair and Coulthard’s (1975) framework, including exchange, move, and act. The findings revealed that the classroom interaction was predominantly teacher-centered, structured through the Initiation–Response–Feedback (IRF) sequence. However, despite the teacher’s dominant role, interactive moments occurred through group discussions, presentations, and questioning sessions that encouraged student participation. Nonverbal communication such as gestures, facial expressions, and tone were found to reinforce meaning, support comprehension, and maintain engagement. The study identified that while students’ responses were often short, the teacher’s scaffolding and feedback effectively maintained communicative flow and ensured lesson coherence. These findings suggest that the integration of verbal and nonverbal discourse based on Sinclair and Coulthard’s model contributes to clearer instructional structure, improved classroom interaction, and increased student attentiveness. It also highlights the potential of discourse analysis as a reflective tool for teachers to evaluate communication strategies and promote more interactive, meaningful language learning environments.