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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.

In addition to the positive findings regarding the effectiveness of instructional videos in enhancing reading skills, this study also highlights the importance of integrating technology into early childhood education. The use of instructional videos provides an engaging and interactive learning experience for children, making the learning process more enjoyable and effective. Children at TK Irama Jaya were able to visualize and connect sounds with letters and words, which is a crucial aspect of developing reading skills at an early age. Furthermore, the study reveals that instructional videos cater to different learning styles, allowing children to absorb information through auditory and visual channels. This multisensory approach enhances retention and understanding, especially for young learners who are just beginning to master reading. The videos also offer repetition and consistency, allowing children to revisit lessons at their own pace, thus reinforcing their learning process. The improvement observed in the post-test scores suggests that instructional videos can serve as a valuable tool in early childhood education, complementing traditional teaching methods. However, the study also indicates that while instructional videos are beneficial, they should be used in conjunction with other pedagogical techniques, such as interactive reading activities and teacher-guided lessons, to maximize learning outcomes. It is recommended that other schools, particularly those in remote or underserved areas, consider incorporating instructional videos into their teaching practices. The accessibility and cost-effectiveness of these videos make them an ideal resource for improving the quality of education in early childhood settings. Further research could explore the long-term effects of instructional videos on reading fluency and other areas of early literacy development.

This study explores the effectiveness of role play as a teaching method to enhance students' speaking skills in professional secretarial contexts, specifically in business telephone conversations, presentations, and negotiations. The research was conducted within the Diploma III Secretarial Program over one academic semester. Employing a qualitative methodology, the study involved classroom observations and student reflections gathered through feedback sessions. The objective was to assess how role play could contribute to the development of fluency, confidence, and contextual language use in English for specific professional purposes. The findings revealed that role play significantly improved students' speaking performance. Students showed greater confidence in expressing ideas, improved fluency, and a better understanding of appropriate vocabulary and expressions suited to professional environments. Furthermore, students expressed that the interactive and practical nature of role play made learning more enjoyable and less intimidating, allowing them to immerse themselves in real-life communication scenarios. These positive experiences encouraged active participation and increased motivation to learn English for professional use. The study also highlighted the value of reflective learning, as students were able to identify their own progress and areas for improvement. Through continuous engagement in simulated professional tasks, learners developed better adaptability in communication and exhibited more natural conversational flow during tasks that mirrored real workplace situations. In conclusion, the role play method proves to be a highly effective pedagogical tool for enhancing speaking skills in secretarial English. It not only helps build linguistic competence but also cultivates soft skills necessary for professional communication. Therefore, it is recommended that educators incorporate role play regularly in English for Specific Purposes (ESP) curricula to maximize its benefits in developing productive speaking abilities among students.

This corpus-based study explores the acquisition patterns of English modal verbs by Indonesian EFL (English as a Foreign Language) learners through a comprehensive analysis of learner language data. The study utilizes a specialized learner corpus consisting of 2.5 million words drawn from both written and spoken productions of 450 Indonesian learners, covering various proficiency levels. The research focuses on examining the frequency patterns, semantic distributions, and error types associated with modal verb usage across the learner corpus. The study employs a combination of quantitative corpus linguistic methods and qualitative error analysis to uncover developmental trends and persistent difficulties in acquiring English modals. The findings highlight a significant underuse of epistemic modality, which expresses degrees of certainty, and an overreliance on core modals like "can," "will," and "must." Additionally, learners systematically avoid more complex modal constructions that are semantically nuanced and less frequent in their linguistic output. The analysis also reveals notable cross-linguistic influences from Indonesian, particularly in the areas of politeness marking and the expression of certainty. These interference patterns suggest that Indonesian learners may transfer modal expressions from their native language, leading to specific errors in the usage of English modals. Based on the findings, the study proposes a usage-based pedagogical framework that integrates corpus-informed instruction with explicit semantic mapping of modal meanings. This framework encourages teachers to address modal verb acquisition by emphasizing frequency-based approaches, contrastive semantic analysis, and corpus-driven awareness-raising activities. The research suggests that by focusing on the form-meaning-function relationships of modals in authentic contexts, learners can better understand and produce English modals accurately and appropriately. The findings have significant implications for enhancing modal verb instruction in EFL classrooms, especially for Indonesian learners.

Generation Alpha is growing up in an era dominated by rapid technological advancement and digital interaction, which necessitates the development of innovative, engaging, and interactive learning strategies. This need extends to Christian Religious Education (CRE), where traditional methods may no longer fully capture the attention or meet the learning styles of today's children. One promising approach is the adaptation of Labubu dolls as a learning medium within the CRE curriculum. With their distinctive, expressive features, Labubu dolls can serve as an effective pedagogical tool to convey Christian values in a manner that is both relatable and captivating for young learners. This article explores the integration of Labubu dolls into Christian Religious Education as a medium to enhance student engagement, comprehension, and internalization of core religious values. Using a qualitative research design with a constructivist approach, the study investigates how puppetry, particularly through Labubu dolls, can transform abstract theological ideas into concrete, child-friendly learning experiences. Data was collected through observation, interviews, and reflective practices involving teachers and students in early education settings. Findings indicate that the incorporation of storytelling, character interaction, and reflective dialogue facilitated by Labubu dolls significantly improves children's understanding of Christian principles. The dolls create a dynamic learning environment that encourages emotional connection, moral reasoning, and active participation. Furthermore, the playful yet structured nature of puppet-based instruction aligns well with the cognitive and emotional development of Generation Alpha, making it a highly relevant educational innovation. In conclusion, the use of Labubu dolls within the Christian Religious Education curriculum represents a strategic response to contemporary educational challenges. It not only enhances pedagogical effectiveness but also supports the formation of Christian character and faith from an early age, positioning Labubu dolls as a transformative medium for religious instruction in the digital age.

Education is a conscious and structured effort aimed at creating an environment and process that actively facilitates learners in developing their full potential. This includes nurturing their spiritual and moral values, self-control, intelligence, strong character, and essential life skills required for personal development and meaningful contributions to society, the nation, and the global community. At its core, education serves to empower students to realize and utilize their capabilities for future life challenges. It acts as a foundational medium through which younger generations acquire essential life skills, enabling them to integrate effectively into society. Moreover, education plays a pivotal role not only in the personal growth of individuals but also in the advancement of a nation. High-quality education is defined by its capacity to equip students with the competence to confront and resolve real-world problems. This notion becomes increasingly critical as learners transition from academic settings to the workforce and community life, where they are expected to apply their knowledge and skills practically. However, the success or failure of educational outcomes is largely determined by the curriculum. A well-designed curriculum should cultivate critical awareness and empower students to navigate complex social and professional environments. It should also promote creativity, critical thinking, and collaboration, which are essential skills in today’s rapidly changing world. Furthermore, education should not be viewed merely as a means to acquire knowledge but as a holistic process that fosters emotional intelligence and social responsibility. By integrating various disciplines and encouraging interdisciplinary learning, education can help students develop a broader perspective on global issues, such as climate change, social justice, and economic inequality. In addition, the role of educators is crucial in this process.  

The digital design of cultural museums with an interactive and educational approach in Indramayu Regency aims to present a modern, innovative, and interesting cultural preservation space. This concept was born from the urgent need for a means that are able to preserve, document, and promote local cultural wealth in the midst of the rapid flow of globalization. The lack of cultural literacy among the public, especially the younger generation, as well as the loss of historical objects due to inadequate storage facilities, are the main reasons for the importance of developing digital-based museums. Through an interactive approach, visitors can actively engage with cultural collections using advanced technologies such as augmented reality (AR), virtual reality (VR), and interactive multimedia. This technology provides an immersive, engaging, and personalized learning experience, so that visitors not only see, but also virtually experience the richness of the culture on display. Meanwhile, the educational approach is designed to create an informative, collaborative, and fun learning environment, which is highly relevant for learners and the younger generation as the successors of cultural preservation. Indramayu Regency, known for its long history, maritime traditions, and distinctive coastal culture, has great potential to become a center for cultural education. This digital museum will utilize digital technology to document cultural narratives in depth, so that it can be accessed not only by local people, but also national and international tourists. With its strategic location in the city center, the presence of this museum is expected to encourage the participation of the public and tourists in understanding, appreciating, and preserving the local culture of Indramayu. Apart from being an educational facility, this museum is expected to be able to become a driver of local tourism that makes a positive contribution to the economy of the surrounding community. Digital cultural museums are not only a place for preservation, but also a symbol of a strong regional identity, reflecting the synergy between technological innovation and commitment to cultural sustainability in the modern era.

This research aims to explore and describe teachers' beliefs about teaching English in elementary schools. The research participants were elementary school English teachers in Kediri. The data were collected using a semi-structured interview which allowed the participants to share their thought and experiences in English teaching for young learners. By gaining insights into teachers' beliefs, this study seeks to offer a fresh perspective on effective English teaching strategies. The findings aim to empower teachers in fostering more impactful teaching environments. The teachers believed that they should consider the characteristics of young learners in teaching English and their psychological factors. Thus, teachers believed that teaching English should be fun. They used some techniques to make the teaching learning fun, for example by using pictures, videos, songs, etc.

This study investigates the impact of Thai students' first language (L1) on their English pronunciation within the context of English as a Foreign Language (EFL) at Bakong Pitthaya School in Thailand. The researcher used a descriptive qualitative method design on a case study with Contrastive Analysis Theory on English pronunciation. Recorded interviews and pronunciation testing were the main techniques of data collection instruments. The subjects of this research were secondary grade students of Bakong Pitthaya School Pattani, Thailand. The results of this study aimed to provide actionable recommendations for the teachers to enhance pronunciation instruction and improve student pronunciation skill. This research contributes to the understanding of L1 influence on L2 pronunciation, offering insights that can inform teaching practices in similar EFL contexts.

Metacognitive skills in learning are an important indicator that can be measured. Based on the test of metacognitive skills when pre-study obtained the results that the metacognitive skills of learners are still relatively low. One of the learning strategies that can be used to improve the metacognitive skills of learners is a learning strategy oriented self regulated learning (SRL) by utilizing textbooks in the form of supplement books. Therefore, this study aims to describe the feasibility of self-regulated learning (SRL) oriented acid-base material supplement books to improve metacognitive skills of learners. This type of research is Research and Development (R&D) according to the Borg and Gall model. Validity Data obtained through validator assessment using validation questionnaire. Practicality Data obtained through the results of the questionnaire responses of students supported by the results of the observation sheet activities of students. Practicality Data were obtained through pretest and posttest of learners metacognitive skills supported by the results of metacognitive inventory questionnaire. The validation results showed that the content and construct validity criteria were declared valid with a median of 5. Practicality is stated to be practical in terms of the results of the questionnaire responses of students who showed a very strong category with the percentage of content criteria, language, presentation and graphics of 94,25%, 90,67%, 95% and 98,3% respectively with the results of the average percentage of observation sheet activity of students at 96,67%. Effectiveness is stated to be effective in terms of Paired Sample t-test results with sig. values 0.05 and N-gain pretest and posttest scores of metacognitive skills in the high category with the results of the metacognitive inventory questionnaire showed a very strong category with an average percentage of 90,8%. The results showed that the book supplement oriented material acid base self regulated learning (SRL) feasible to use as a solution to improve the metacognitive skills of learners.

In Indonesia and many other EFL contexts, English is often taught in structured classroom settings that rely on scripted dialogues and controlled practice. This limits students’ exposure to spontaneous, real-life communication, reducing their ability to use English naturally and appropriately in authentic situations. This study investigates the pragmatic competence of Indonesian students during English interview interactions with foreign tourists, using Grice’s Cooperative Principle as the theoretical framework. Five video recordings were analyzed, featuring elementary and secondary students conducting unscripted interviews with tourists at Seminyak Beach, Bali. While the students generally demonstrated adequate grammatical control and vocabulary range, the findings reveal recurring challenges in sustaining natural and cooperative conversations. The most frequent violations involved the Maxims of Relation, Quantity, and Manner, with students often failing to respond appropriately to tourist answers, providing minimal elaboration, or speaking in unclear and disorganized ways. The results highlight the need for English language teaching to include explicit instruction in pragmatic skills, such as turn-taking, topic development, and interactional awareness.

Abstract. In an effort to optimize the understanding of teachers' role learners is essential, such as the use of various learning strategies and methods, effective interactions between teachers and learners are expected to improve the quality of learning and develop the potential of learners. The study uses a descriptive qualitative approach. Descriptive language is used to describe phenomena in detail and accuracy. The purpose of this study is to look at the strategies teachers use, the management of the class includes evaluation and measurement, and the challenges teachers face in efforts to optimize the understanding of learners. The data-gathering technique in this study is an interview. The type of observations used are non-participative observations so that researchers are not involved in the learning process in the classroom. Research shows that in an effort to optimize the various levels of understanding teachers learners implement strategies and good class management. This was shown with the results of the interview with the 4.3 grade teacher.Keywords: Educational comprehension, teacher effort, optimizing

Mastery of the concept of multiplication is a fundamental ability that needs to be mastered by primary school students as a foundation for learning further mathematical material. Unfortunately, many learners have difficulty in understanding multiplication thoroughly, both due to the abstract nature of the material and the lack of varied teaching methods. One of the main challenges is the decreased motivation to learn when facing multiplication topics that are considered complicated and boring. This programme introduces the lattice method as an alternative to learning multiplication at the primary level. This visual technique breaks down the multiplication process into structured steps that are easier to understand. The activity involved grade IV students and mathematics teachers at SDN 31 Jati Tanah Tinggi Padang as an effort to innovate numeracy learning. Implementation included socialisation, training, practice, and collaborative evaluation between teachers and students. Assessment instruments included learning interest questionnaire, comprehension test, observation sheet, and group discussion. As a result, the lattice method was proven to improve not only comprehension but also students' participation, confidence, and enthusiasm. Thus, this approach can be a solution to create more interesting and effective learning.

This study explores senior high school students’ experiences and perceptions of using Wordwall, a gamified learning platform, in writing descriptive texts in an Indonesian EFL classroom. Many learners face challenges such as limited vocabulary, low motivation, and writing anxiety. To understand how students experience the use of Wordwall, a qualitative descriptive design with a phenomenological approach was employed. Data were collected through semi-structured interviews, focus group discussions, classroom observations, and analysis of student writing samples. Thematic analysis revealed that Wordwall helped students improve vocabulary, boost motivation, and reduce anxiety by offering engaging, interactive tasks like quizzes and instant feedback. Students described their learning process as more enjoyable and confidence-building. Despite minor technical issues, most participants found Wordwall beneficial in supporting their writing development. These findings highlight the value of gamified tools in enhancing student engagement and confidence in EFL writing classes. The study provides practical insights for educators seeking to integrate meaningful digital tools into language instruction.

This study examines the implementation of the Duolingo application in teaching English skills to eleventh-grade students at SMA Negeri 1 Tasifeto Timur. With the increasing integration of technology in education, this research aims to evaluate the effectiveness of Duolingo as a tool for enhancing language acquisition and engagementt among learners. Through a mixed-methods approach, the study analyzes student performance, engagement levels, and overall satisfaction with the application compared to traditional teaching methods. The results indicate a significant improvement in vocabulary retention, grammatical proficiency, and conversational skills among students utilizing Duolingo. Additionally, qualitative feedback highlights the app's user-friendly interface and gamified learning experience as motivating factors.

Suwargi Buwana Djati Integrated MA is one of several schools located in Cirebon area. The purpose of this research is to develop a website for the New Learner Information System at Suwargi Buwana Djati Integrated MA. CodeIgniter framework, Visual Studio Code editor, and PhpMyAdmin database management systems are used as tools for the development of information systems . One of the system development methods used is the Waterfall model, which includes analysis , design , implementation , and testing. The results of this research is a website called the New Student Admission Management Information System at Suwargi Buwana Djati Integrated MA which can operate properly .

This research is a type of Research and Development (R&D) aimed at producing an Electronic Student Worksheet (E-LKPD) based on Liveworksheets on the topic of the human digestive system for fifth-grade students at SDN 114/X Pandan Jaya, Tanjung Jabung Timur Regency. This product was developed to address the lack of interactive teaching materials in IPAS (Science) learning and to align learning with the characteristics of 21st-century learners who are familiar with digital technology. The development model used is ADDIE, which includes five stages: analysis, design, development, implementation, and evaluation. In the analysis stage, it was found that teachers had not yet used student worksheets in the learning process, while students showed high interest in digital learning media. The product was developed in accordance with the curriculum and student characteristics, and then validated by content experts (98.26%), language experts (93.33%), and media experts (84%), all of which fall into the very valid category. The product was then tested on teachers and students. The questionnaire results indicated that the E-LKPD is practical to use, with a practicality score of 98.18% from the teacher and 86% from students. Based on these results, it can be concluded that the Liveworksheets-based E-LKPD is valid, practical, and suitable to be used as an interactive teaching material in IPAS learning for fifth-grade elementary school students.

This study aims to systematically examine the effectiveness of the implementation of Physics e-modules based on local wisdom on students’ critical thinking skills. The focus of The study is directed at the integration of local cultural values, especially through the context of making lapek sarikayo, as part of contextual and meaningful physics learning. The method used is Sstematic Literature Review (SLR), which is carried out through the Identification, selection, and analysis of 20 national scientific articles published in the last Five years. The analyzed articles were selected based on relevance to the topic of physics e-Modules, ethnoscience approaches or local wisdom, and measurement of critical thinking Skills. The results of the study show that e-modules that contain elements of local culture are able to increase student involvement,strengthen understanding of physics concepts, and significantly encourage critical thinking skills. A contextual approach through local culture is proven to provide a learning experience that is closer to the reality of learners. These findings have an important impact on the development of innovative teaching. Materials that are relevant to local cultural characteristics, as well as being a strategic reference in designing holistic and transformative 21st-century physics learning.

The present study aims to identify and analyze idiomatic expressions in the lyrics of “Do I Wanna Know?” by Arctic Monkeys. Idioms are non-literal expressions that often cause difficulty for English learners due to their figurative nature. This study employs a descriptive qualitative approach with a focus on semantic and contextual analysis based on the theories of Palmer (2007), Larson (2010), and Halliday (2014). The results indicate that the song contains several idiomatic expressions that reflect emotional states such as longing, regret, and insecurity. These findings suggest that song lyrics can serve as effective, authentic, and engaging media for learning idioms in EFL contexts. The study also highlights the pedagogical and cultural implications of using popular songs as teaching materials.

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