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This study aims to determine the application of picture media and bingo games in English learning at elementary schools and to improve students’ confidence in learning English. The research was conducted in the sixth grade of Aengbaja Kenek Elementary School in the 2025/2026 academic year with 7 students as the research subjects. The research method used was classroom action research with data collection techniques through observation, interviews, and literature study.The results showed that the use of picture media and bingo games was able to increase students’ motivation, enthusiasm, and ability in learning English. Students became more active in learning new vocabulary, understanding grammar, practicing pronunciation, and improving their speaking and reading skills. In addition, the learning process became more enjoyable, interactive, and less monotonous, so students were more confident in using English. Picture media helped students understand the material visually, while bingo games created an interesting learning atmosphere through learning-by-playing activities. Therefore, the application of picture media and bingo games are effective as a medium for teaching English in elementary schools to improve students’ language skills and learning motivation.

Bali, as an international tourism destination, serves as a space for cross-cultural interactions that require effective communication skills, particularly in the hospitality sector. Hotel Masa Inn serves predominantly international guests, requiring front office staff to adapt to cross-cultural communication. This study aims to analyze the process of cross-cultural communication adaptation between Hotel Masainn employees and international guests through the perspective of Willingness to Communicate (WTC). A descriptive qualitative approach was employed using observation, structured interviews, and document analysis. Informants were selected purposively from front office staff. The findings indicate that communication adaptation is carried out through basic English proficiency, the use of nonverbal communication, active interaction, and intrinsic motivation to improve language skills. However, this process also faces challenges in the form of communication anxiety and situational pressure, particularly when dealing with repeater guests. Within the WTC framework, employees’ willingness to communicate is influenced by self-confidence, motivation, anxiety, and interactional context, which collectively contribute to service quality and international guest satisfaction.  

A single paragraph, maximum 250 words. Abstract content must contain (1) an overview of the object of research, (2) problems, and research objectives, (3) proposed methods, (4) main findings and results and synthesis of main ideas, and (5) conclusions. In recent years, the Iran–United States conflict has not only unfolded within the geopolitical arena but has also been intensively constructed through international media framing that shapes how global audiences understand this reality. In the context of the digital information overflow, media no longer function merely as conveyors of facts; rather, they act as agents that construct meaning, evoke emotions, and shape the social perceptions of audiences. This study aims to analyze how international media framing constructs representations of the Iran–United States conflict and how audiences interpret such discourse within their social experiences. This research adopts a qualitative approach with a Critical Discourse Analysis (CDA) design. Data were collected through document analysis of 25 news articles from both Western and non-Western media, as well as exploratory interviews with nine participants from academic backgrounds. Data analysis was conducted using a thematic approach based on Norman Fairclough’s three-dimensional model. The findings reveal three main patterns: the construction of threat through media language, moral polarization that produces a dichotomy of “us versus them,” and the negotiation of meaning by audiences, which is reflective and not always linear. These findings indicate that audiences are not entirely passive; rather, they actively interpret and, at times, question media framing. Theoretically, this study extends Critical Discourse Analysis by incorporating the dimension of audience experience into the discursive process. Practically, it underscores the importance of critical media literacy in navigating the complexity of global information and opens avenues for further exploration of the relationship between discourse, power, and social experience.

English learning at the elementary school level plays an important role in developing students’ early language competence, particularly in listening skills as the foundation for other language abilities. However, many learning processes still rely on conventional teaching methods that do not fully accommodate the developmental characteristics of young learners, resulting in limited engagement and listening comprehension. Therefore, this study aims to analyze the role of storytelling in improving English listening skills among elementary school students and to identify effective implementation strategies in classroom learning. This research employs a library research method by reviewing and analyzing various relevant literature sources, including books, scientific journals, and previous research findings related to storytelling in English language learning. The analysis shows that storytelling contributes significantly to improving students’ listening comprehension, vocabulary acquisition, attention, and learning motivation. Through structured narratives, expressive delivery, and the support of visual media, storytelling creates a contextual and meaningful learning environment that helps students understand spoken English more effectively. The findings also indicate that the effectiveness of storytelling is closely related to the developmental characteristics of elementary school students who learn better through concrete, imaginative, and engaging experiences. Furthermore, the implementation of storytelling through systematic stages pre-listening, while-listening, and post-listening can enhance students participation and comprehension during the learning process. In conclusion, storytelling can be considered an effective instructional strategy for improving English listening skills among elementary school students while also supporting vocabulary development and creating an engaging learning atmosphere.

This study aims to systematically examine empirical evidence on the effectiveness of role play in improving EFL students' speaking skills. Using Systematic Literature Review (SLR) methodology guided by the PRISMA framework, this study analyzed 20 peer-reviewed articles obtained from Google Scholar, ERIC, and Scopus databases. Inclusion criteria focused on studies investigating role play as an instructional technique targeting speaking skills in EFL or ESL contexts. Findings reveal that role play consistently and significantly improves key speaking components including fluency, accuracy, pronunciation, vocabulary, and confidence. Additionally, role play reduces speaking anxiety and promotes a more communicative and interactive learning environment. This review also identifies moderating factors such as class size, student proficiency level, and teacher facilitation quality that influence role play effectiveness. These findings suggest that role play is a highly effective pedagogical strategy for improving speaking competence, particularly in EFL contexts, and its systematic integration into curriculum design is strongly recommended.

Education involves acquiring knowledge and skills, with English learning being a skill-based process that requires consistent and engaging practice. In the digital era, mobile applications have emerged as effective tools to overcome traditional limitations in language learning. This study investigates the effectiveness of the Duolingo application in enhancing English vocabulary among university students. A pre-experimental one-group pretest-posttest design was employed involving 40 first-semester Pharmacy students at Anwar Medika University. Participants engaged in daily Duolingo practice (20 XP per day) for 30 consecutive days. Data were collected through vocabulary pretest and posttest as well as a Likert-scale questionnaire. Quantitative analysis revealed a significant improvement in vocabulary scores, with the mean score increasing from 57.25 in the pretest to 81.70 in the posttest. Questionnaire results indicated high student motivation, positive perceptions of the app’s usefulness and ease of use, and minimal perceived disadvantages. The findings suggest that daily Duolingo practice is an effective, engaging, and accessible method for boosting English vocabulary acquisition. This study provides practical insights for educators seeking innovative technology-integrated approaches to language teaching.

English is an international language that plays a vital role in education and technology; therefore, students are required to master reading comprehension skills, especially narrative texts, to face the challenges of globalization. This study, entitled "Improving Students' Reading Comprehension of Narrative Texts Through Storytelling Activities Using Webtoons in Grade I of MA Daruttholibin Watumalang," aims to improve students' reading comprehension of narrative texts through storytelling activities using Webtoons as a learning medium. This study employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected using descriptive qualitative methods through interviews, tests, and classroom observations. The research procedure began with a pre-test, followed by the implementation of treatment and post-tests in each cycle. The findings indicate that the use of storytelling supported by Webtoons effectively improved students' reading comprehension. This improvement was reflected in students' increased learning motivation, better understanding of narrative text elements, and improved ability to accurately retell stories.

Globalization and technological developments require students to have global competencies, one of which is English language skills. This study aims to examine the urgency of English learning in elementary schools (SD) in preparing students' global competencies through a literature review. The method used is a qualitative research approach with a literature study sourced from scientific journals, academic books, and relevant educational documents from 2020–2025. Data analysis was conducted using content analysis techniques through data reduction, grouping themes, and synthesis of findings. The results of the study indicate that elementary school age is the optimal phase for language acquisition, so that early English learning can improve students' communication skills, digital literacy, and cultural openness. Communicative and contextual learning has been proven effective in increasing student motivation and self-confidence. Despite challenges such as limited teacher competence and students' fear of speaking English, English learning in elementary schools remains a crucial investment in preparing a generation ready to face global demands.

Learning English as a Foreign Language English as a Foreign Language still faces various linguistic and psychological challenges, both in school-age and adult learners, such as limited vocabulary mastery, pronunciation difficulties, and low confidence in the use of English orally. This condition is exacerbated by affective factors in the form of anxiety and fear of making mistakes. This article aims to examine the use of songs as a learning medium that is able to create a fun learning atmosphere, while improving learners' English skills. This study uses a descriptive qualitative approach with data collection techniques in the form of semi-structured interviews to explore learners' perceptions and experiences related to the effectiveness of songs in English language learning. Meanwhile, the data were analyzed thematically to identify patterns of learning experiences, especially in terms of vocabulary mastery, classroom atmosphere, and confidence level. The results showed that the integration of songs in English learning was highly motivating in the active involvement of learners. Where the repetition of lyrics combined with melodies helps to strengthen vocabulary retention in long-term memory, as well as facilitate the imitation of pronunciation, intonation, and rhythm of language naturally. At the same time, it creates a relaxed and fun learning atmosphere, thereby lowering psychological barriers as described in the Affective Filter Hypothesis. Thus, songs are an integrative learning medium that is effective in bridging the academic needs and emotional comfort of learners, and is relevant to support the development of listening and speaking skills in English learning across ages.

In contemporary higher education, English for Specific Purposes (ESP) is increasingly expected to prepare learners for meaningful professional participation rather than isolated linguistic performance. Nevertheless, ESP pedagogy has often remained predominantly skill-oriented, with limited conceptual integration of pedagogical innovations such as project-based learning and digital learning. This study presents a systematic literature review of 40 peer-reviewed studies examining how ESP pedagogy is being reframed as situated professional practice through the integration of project-based and digital learning. Following the process of thematic synthesis, the review provides an examination of what ESP learning is perceived to be, how it is conducted and how it is evaluated in different disciplines and countries. Results show a marked pedagogical transition from a language-centric approach to one that incorporated more authenticity, collaboration and professional concern. Reported learning attainments go beyond language to cover professional capability, digital literacy, autonomous learning and identity development. Project-based learning authenticates language use in professional workflows, and digital learning environments support multimodal communication reminiscent of the way people work today. This review contends that in combination, these perspectives re-conceptualise the pedagogical nature of ESP as a type of applied professional education ’realised’ within particular social, institutional and discipline specific contexts. By synthesizing empirical evidence across settings, the study offers a conceptual reframing of ESP pedagogy and outlines implications for curriculum design, assessment, and future research in higher education and the social humanities.

The rapid advancement of digital technology demands a transformation in public communication to effectively engage Generation Z as digital natives. Through the Instagram account @swargaloka.sby, the Surabaya City Population and Civil Registration Department aims to drive e-KTP (electronic ID card) registration. Using a descriptive qualitative approach, this study examines digital communication strategies based on the framework of Chaniago and Majid (2024), which encompasses five key aspects: creativity, visual quality, audience alignment, posting consistency, and responsiveness. The analysis reveals that while appealing visuals and communicative language have successfully built audience engagement, actual participation in e-KTP registration remains suboptimal. This is attributed to a relevance gap between population administration issues and the daily lives of young people. The effectiveness of digital communication in driving tangible action depends on the account managers' ability to deliver more persuasive and personally relevant messaging to ensure a sustainable increase in administrative awareness in the digital era.

This study aims to develop a pop-up book learning medium with the theme “Einkaufen” (Shopping) as a German language instructional medium for Grade XI students at SMA Negeri 3 Binjai. The background of this study is the low level of students’ understanding of the learning materials and their lack of learning motivation due to the use of monotonous conventional media. This research employs a Research and Development (R&D) approach using the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of the implementation stage indicate that 98.3% of students agreed that the pop-up book is effective for use in German language learning, and 96.7% stated that the material content is easy to understand. The pop-up book consists of six pages containing learning materials and exercises that focus on reading, writing, and speaking skills. Validation by material and media experts yielded a score of 90, categorized as very good. These findings demonstrate that the developed pop-up book medium is not only visually engaging but also capable of enhancing students’ motivation and comprehension in an integrative German language learning process. This medium can serve as an effective alternative for improving the quality of foreign language learning at the secondary school level.

This study explores the translation shifts found in the soundtrack of the film Rapunzel – Tangled, specifically in the German-to-Indonesian translation. The objective is to identify the types of translation shifts and analyze their distribution and tendencies during the translation process. The research data were taken from three songs: "Wann fängt mein Leben an?", "Mutter weiß mehr", and "Endlich sehe ich das Licht". A qualitative descriptive method was employed, focusing on lines containing translation shifts. Data were collected through documentation and analyzed based on Catford’s (1965) theory of translation shifts. A total of 74 translation shifts were identified, with the highest distribution in "Mutter weiß mehr" (32 shifts), followed by "Wann fängt mein Leben an?" and "Endlich sehe ich das Licht" (21 shifts each). In "Wann fängt mein Leben an?", structural shifts dominated, making up 38.9% of the shifts, followed by class and unit shifts (27.8% each), and intrasystem shifts at 5.5%. In "Mutter weiß mehr", structural shifts accounted for 35.4%, class shifts 34.1%, unit shifts 28%, and intrasystem shifts 2.4%. In "Endlich sehe ich das Licht", class shifts were the most prevalent (33.3%), followed by unit shifts (31.7%), structural shifts (30%), and intrasystem shifts (5%). The study concludes that structural and class shifts are the dominant strategies used in translating the soundtrack, helping to manage linguistic differences while maintaining meaning, musicality, and emotional impact in the target language.

This study aims to describe the implementation of the Al-Miftah method in improving the mastery of reading traditional Islamic texts at Al-Mashhad Senior High School in Cijurai, Sukabumi. This study uses a qualitative approach with a descriptive research type. Data collection techniques were carried out through observation, in-depth interviews, and documentation of Al-Miftah teachers, students, and related parties. The results of the study indicate that the Al-Miftah method is implemented through the stages of introducing the basic rules of nahwu-sharaf, practicing reading traditional Islamic texts in stages, and strengthening understanding through repetition and direct practice. The implementation of this method has been proven to help students understand the structure of Arabic and improve their ability to read traditional Islamic texts, although several obstacles were still encountered, such as differences in students' Arabic language backgrounds, limited learning time, minimal independent practice, and limited mastery of the method by teachers. Efforts made to overcome these obstacles include learning grouping, time optimization, out-of-class practice assistance, and improving teacher competency through continuous training and evaluation. Thus, the Al-Miftah method has a positive contribution in increasing mastery of reading traditional books at Al-Mashhad Cijurai Sukabumi High School if supported by appropriate and continuous learning strategies

This study aims to explore Generation Z's adaptation to traditional values, particularly the Balinese language sor singgih in Catur Wangsa, amid social changes driven by globalization and technological advancements, from the perspective of interpersonal communication. The phenomenological approach in qualitative research is the research method used, with three data collection techniques: participant observation, unstructured interviews, and documentation. This study also uses source and technique triangulation as a data validity technique. The research informants are members of Generation Z from the five castes in Bali: Brahmana, Ksatria, Weisya, and Sudra. Research conducted across eight districts and cities in Bali indicates that Generation Z is beginning to shift its interpersonal communication patterns. Although they still uphold traditional values of politeness and social norms, Generation Z emphasizes equality and openness in their daily interactions. The generation Z that continues to use the Balinese language is segmented by social context, emotional closeness, and communication situations, rather than solely by caste differences. Furthermore, this study's findings show that the caste system is seen more as a cultural identity than a social boundary. The implications of this research emphasize the importance of preserving the values of Balinese local wisdom in the form of adaptive, egalitarian communication that is relevant to the development of the younger generation in the digital age.

This study discusses the dynamics of interpersonal communication between mothers and children in dealing with family conflicts. Conflict is a natural part of interpersonal relationships, but the way it is managed determines the quality of long-term relationships. Interpersonal communication is an important element because through the process of exchanging messages, mothers and children can express their feelings, understand each other's perspectives, and find an agreement that can be accepted by both parties. This study uses a qualitative approach with a literature review method to examine communication patterns, barriers, and strategies used in the conflict resolution process. The results of the study showed that open communication, empathy, emotional presence, and active listening skills greatly influenced the success of conflict management. In addition, research has found that the alignment of verbal and nonverbal messages, the use of non-judgmental language, and mutual respect can create an atmosphere conducive to dialogue. This study makes a theoretical contribution to understanding modern family relations and practical implications for strengthening communication in dealing with mother-child conflicts.

This study explores the implementation of interpersonal communication between tutors and students in speaking class activities at the Kind English Course by applying DeVito’s Interpersonal Communication Theory. Interpersonal communication plays a vital role in English language learning, especially in speaking classes where real-time interaction directly shapes students’ engagement and learning outcomes. Using a qualitative literature review method, this research examines how the five key components of interpersonal communication—openness, empathy, supportiveness, positiveness, and equality—are applied within instructional practices. The analysis reveals that tutors who demonstrate openness and empathy foster stronger emotional connections with students, which encourages them to speak more confidently. Supportive and positive communication behaviors further create a safe and motivating learning environment where students feel valued and understood. Additionally, the principle of equality helps reduce hierarchical barriers, enabling more collaborative and interactive learning dynamics. Overall, the findings indicate that the consistent application of interpersonal communication principles significantly enhances students’ participation, confidence, and speaking proficiency. This study contributes to a deeper understanding of how communication quality influences language learning and underscores the importance of interpersonal competence among tutors in developing effective and engaging speaking class experiences.

In the Independent Curriculum implemented in schools starting the 2024/2025 academic year, there are Learning Outcomes (CP) that read "Students are able to modify/deconstruct literary works for creative economic purposes" and "Students are able to translate one text into another for creative economic purposes". In reality, in schools, there are still few teachers who connect literary works with economic issues, many teachers are still unfamiliar with the concept of translation, not many teachers have participated in translation training, and there is no guidebook for translating literary texts into non-literary texts or vice versa. This also applies to high school Indonesian Language teachers in Rembang Regency. Combining these two Learning Outcomes and connecting them to conditions in society, this community service conducted training on translating literary works into advertising texts for high school Indonesian Language teachers in Rembang Regency. The training was carried out with the first stage providing material on translation and advertising and the second stage providing mentoring to teachers to practice translating literary works into advertising.

Social support is defined as an individual’s perception of the availability and presence of assistance derived from three primary sources, namely family, friends, and individuals considered significant others. This concept emphasizes the subjective evaluation of the quantity and quality of support perceived by individuals, rather than the actual support provided. This study aims to examine the construct validity of the Multidimensional Scale of Perceived Social Support (MSPSS) developed by Zimet et al. (1988), which has been adapted into the Indonesian language. The MSPSS instrument is designed to measure the extent to which individuals perceive social support received from family, friends, and significant others in their lives. Research participants were selected using a purposive sampling technique, with inclusion criteria consisting of active university students aged between 18 and 27 years. A total of 279 students participated in this study. The research employed a quantitative approach, with data collected through an online questionnaire administered via Google Forms and distributed through various social media platforms. Data analysis was conducted using Confirmatory Factor Analysis (CFA) with the assistance of Jamovi software.