Publication Search

English speaking skill is a crucial competence for university students, particularly those involved in student organizations focusing on language development. Members of English clubs are expected to actively use English in academic and organizational contexts; however, many still face challenges related to pronunciation accuracy, fluency, limited active vocabulary, and low confidence. These challenges are often caused by limited structured speaking practice and insufficient integration between digital learning tools and communicative pedagogy.This community service program aimed to enhance the English-speaking skills of members of the Bhamada English Club at Universitas Bhamada Slawi through the utilization of the Duolingo application integrated with a Task-Based Learning (TBL) approach. The program was implemented through three stages: preparation, implementation, and evaluation. Activities included needs analysis, speaking pre-test, guided Duolingo practice focusing on pronunciation and speaking features, task-based speaking activities, and post-test evaluation.The results demonstrated improvements in pronunciation accuracy, speaking fluency, and participants’ confidence in using English orally. The integration of Duolingo as a source of comprehensible input and Task-Based Learning as a communicative output strategy proved effective in enhancing speaking skills. This program indicates that technology-supported task-based instruction can serve as an effective and sustainable model for improving English speaking skills among university students.

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 research examines the optimization of brain plasticity in Arabic language learning through a neurolinguistic approach, using a literature review method. Brain plasticity, the brain's ability to adapt and change through learning and experiences, plays a crucial role in language acquisition. Neurolinguistic approaches, which integrate techniques such as task-based learning and the use of educational technology, have proven effective in enhancing language learning outcomes. Literature analysis indicates that learning techniques involving various sensory modalities and educational technology can stimulate new neural pathways, strengthening language comprehension and memory. Studies focused on Arabic language learning highlight that traditional approaches are less effective compared to more interactive and communicative methods. The use of technology such as mobile applications and augmented reality provides a dynamic and engaging learning experience for students. Practical recommendations include developing more interactive curricula, utilizing educational technology, and training educators in neurolinguistic techniques. This research emphasizes the importance of a multidisciplinary approach to enhance the effectiveness of Arabic language learning, providing insights and strategies to optimize language learning through a better understanding of brain plasticity and neurolinguistics.

This research examines the optimization of brain plasticity in Arabic language learning through a neurolinguistic approach, using a literature review method. Brain plasticity, the brain's ability to adapt and change through learning and experiences, plays a crucial role in language acquisition. Neurolinguistic approaches, which integrate techniques such as task-based learning and the use of educational technology, have proven effective in enhancing language learning outcomes. Literature analysis indicates that learning techniques involving various sensory modalities and educational technology can stimulate new neural pathways, strengthening language comprehension and memory. Studies focused on Arabic language learning highlight that traditional approaches are less effective compared to more interactive and communicative methods. The use of technology such as mobile applications and augmented reality provides a dynamic and engaging learning experience for students. Practical recommendations include developing more interactive curricula, utilizing educational technology, and training educators in neurolinguistic techniques. This research emphasizes the importance of a multidisciplinary approach to enhance the effectiveness of Arabic language learning, providing insights and strategies to optimize language learning through a better understanding of brain plasticity and neurolinguistics.