The goal of this study was to find out how the Fix-up method affected the reading comprehension of class X students in SMAN 1 Harau District. Students' difficulties with reading comprehension while learning English are the impetus for this study. Reading scores for students are low. The majority of students did not achieve the KKM or Minimum Standard Score, as indicated by their daily reading tests. Vocabulary is lacking among students. Many students are still unable to comprehend the sentence's meaning when presented with advertisement text using common vocabulary, and they lack motivation to read. The researchers compared two classes using quantitative methods and a quasi-experimental research design in this study. This study's participants were students in class X at SMAN 1 Harau District, with X-E.7 serving as the control group with 30 students and X-E6 as the experimental group with 27 students. A reading test serves as the research instrument. On SPSS 26, an independent sample T-test was used to analyze the data. Students who were taught using the Fix-up strategy and students who were taught without using the Fix-up strategy achieved significantly different levels of reading comprehension. strategy. The fact that the p-value is lower than the alpha value (0.000 0.05) demonstrates this. It is possible to draw the conclusion based on these data that students' reading comprehension is significantly affected by the use of the fix-up strategy.
 

This study aims to examine the effect of using educational video-based multimedia on the English vocabulary mastery of seventh-grade students at SMPN 52 North Bengkulu in the 2024/2025 academic year. This research uses a quantitative approach with a quasi-experimental design. The sample consisted of two classes: the experimental class received instruction using educational videos, while the control class was taught using traditional methods without multimedia support. Prior to the treatment, both groups were given a pre-test to measure their initial vocabulary ability. After the intervention, a post-test was conducted to assess the students’ vocabulary improvement. The data analysis revealed a significant increase in the post-test scores of the experimental group compared to the control group. This indicates that the use of video-based multimedia effectively enhances students’ vocabulary comprehension and retention. Additionally, video media improved students’ learning motivation and engagement during the instructional process. These findings recommend the integration of multimedia as an innovative strategy in English language teaching, particularly in vocabulary instruction, to create a more engaging, interactive, and contextual learning experience.

Literary works, especially drama, often reflect the complexity of human psychology through character development and internal conflict. One of the most profound ways to explore this complexity is through psychoanalytic theory, which reveals how unconscious forces shape human behavior. The objective of this study is to analyze personality development in William Shakespeare’s drama Macbeth through the lens of Sigmund Freud’s psychoanalytic theory. This study employs descriptive qualitative method to explore the inner conflicts experienced by the main character, Macbeth, which are categorized into Freud’s structural personality model: the id, ego, and superego. The results of the data were found that the most dominant component was the id (50%), followed by the ego (30.56%) and the superego (19.44%). The dominance of the id appears in Macbeth's ambition and unconscious desires that lead him to commit murder and violence to gain power. The ego appears when Macbeth tries to think rationally and consider the consequences of his actions, especially when he hesitates or plans strategically before taking any steps. The superego is found in Macbeth’s feelings of guilt and remorse after killing King Duncan, which show his moral awareness and internal punishment. The psychological tension caused by the conflict among the three components of personality reflects Macbeth’s mental transformation from a noble man to a tyrant driven by fear, guilt, and obsession. The final conclusion is that the id is the most dominant factor influencing Macbeth’s downfall, as his uncontrolled desires overpower his rational mind and moral conscience, causing his psychological destruction. This study shows that psychoanalytic theory can be a powerful tool to uncover the internal struggles of literary characters and explain how hidden psychological forces shape their fate.

This study discusses the influence of the madrasah principal's strategy in information technology-based learning on improving the school brand image at Madrasah Interactive MIMHa Bandung. The madrasah principal plays an important role in integrating information technology to improve the quality of learning and the attractiveness of the school. This study aims to describe the madrasah principal's strategy in information technology-based learning, explain the improvement of the school's image, and analyze the influence between the two. The method used is a survey with an ex post facto approach, involving 33 teachers as respondents. Data were collected through questionnaires, documentation, and interviews, then analyzed quantitatively. Based on the results of the study, the madrasah principal's strategy in information technology-based learning has an influence of 43.7% on improving the school brand image, while the rest is influenced by other factors. This means that the better the technology-based learning strategy implemented by the madrasah principal, the more positive the madrasah's image in the eyes of the public. This study recommends the development of innovative technology-based strategies to strengthen the competitiveness and reputation of educational institutions.  

This study investigates the role of motivation and self-efficacy in English language learning among fourth-semester students majoring in English at IAIN Takengon. Employing a quantitative method, data were collected from a limited population of five students using a validated Likert-scale questionnaire designed to assess levels of motivation and self-efficacy across key language skills. The results revealed that while students demonstrated high levels of motivation—driven by academic and career goals, as well as personal inspirations—their self-efficacy levels varied, with some showing a lack of confidence in their language abilities. This finding suggests a discrepancy between students’ motivational drive and their self-perceived competence. The study recommends the integration of mentoring programs, engaging classroom strategies, and exposure to authentic language environments to enhance learners’ self-efficacy. These findings contribute to a deeper understanding of affective factors in second language acquisition and provide practical recommendations for language instructors and institutions.

TikTok, as a social media platform, is increasingly gaining attention in English language teaching (ELT) due to its potential to enhance speaking and listening skills through interactive learning experiences. However, its effectiveness in formal education is still debated due to challenges pedagogical. This study aims to synthesize evidence related to the role of TikTok in English Language Teaching (ELT), specifically its impact on students' speaking, listening, and engagement learning. This study employs a systematic review method based on the PRISMA guidelines, with data search using the keywords “Digital Learning; English Language Teaching (ELT); Learner Engagement; Social Media; TikTok” in five academic databases, namely Scopus (n = 30), Mendeley (n = 25), Publish or Perish (n = 40), Google Scholar (n = 50), as well as additional sources from ResearchGate (n = 4), Academia.edu (n = 1), and institutional repositories (n = 3). Of the 153 studies found, 48 were thoroughly reviewed, and 20 final studies were analyzed. The results show that TikTok can improve students’ pronunciation exercises, listening comprehension, and learning motivation. However, challenges such as content validity, curriculum integration, and potential distractions remain concerns. In conclusion, TikTok has the potential to serve as an additional learning tool in ELT, increasing engagement and language acquisition; however, a structured pedagogical strategy is necessary to maximize its benefits and address existing challenges. More research is needed to identify best practices in integrating TikTok into formal education.

The aims of this research are not only to know the development of English Storybook in Students speaking skill of Al-Qomar Institute but also to know the advisability of English Storybook in students speaking skill of Al-Qomar Institute Giri Banyuwangi. Researcher utilized the development of Sugiyono method with eight stages. The stages included: (1) Potential and Problem, (2) Collection of Data, (3) Product Design, (4) Design Validation, (5) Design Revision, (6) Product Trial, (7) Product Revision, and (8) Final product. In the previous study, the researcher used VOS viewer to get the references which conducted with the title of the research. The information collecting through interview, questionnaire, documentation and test. The data collecting through used four validators. They are validator of design expert, validator of content expert, teacher perception, and student’s respondent. The product user is the member of Institute of ala-Qomar Giri Banyuwangi which consisted of 24 students. The result showed: 1) the process includes: a) the design of English Storybook development step, b) the expert of English Storybook and the validation of the assessment step from the expert, teacher perception and student respond. 2) The validity level of English Storybook is obtained based on the result of contain expert is 90%, the score was categorized as “very good” with interval 80% < x < 100%, design expert is 86%, the score was categorized “verry good” with interval 80% < x < 100%, teacher perception is 97%, the score was categorized “very good” with interval 80% < x < 100%, and student respond is 87%, the score was categorized “very good” with interval 80% < x < 100%. So, it can be seen that the criteria of validation level are very valid and not revision. This English storybook that has been revised by design expert and contain expert. This English storybook can be used a reference by teachers to try to improve the student speaking skills and can be some learning media is appropriate to the student’s condition. It means, that used English storybook is very positive for the students.            
              
Keywords:English Storybook, Speaking Skill, How to cite

The development of digital technology, especially social media platforms such as TikTok, has had an impact that has driven changes in communication culture in society, one of which is related to the phenomenon of politeness crisis. This study aims to analyze the application of the principle of politeness in language in the speech used by the owner of the TikTok account "riezky.kabah". The method used in this study is a qualitative descriptive methodological approach and a pragmatic theoretical approach with SBLC (Simak Bebas Libat Cakap) data collection techniques and notes. The data source in this study was taken from video uploads on the TikTok account "riezky.kabah" in the period 2023-2025. The data for this study is in the form of speech in the video, especially video content with a school background as a limitation in data analysis. The results of the interim analysis show that there are 2 utterances of compliance and 50 utterances of violation, with details of the maxim of wisdom (tact maxim) found compliance as much as 1 data and violation as much as 13 data, the maxim of generosity (generosity maxim) found violation as much as 13 data, the maxim of modesty (modestness maxim) found compliance as much as 1 data and violation as much as 3 data, the maxim of approval (approval maxim) found violation as much as 18 data, the maxim of agreement (agreement maxim) found violation as much as 2 data, and the maxim of sympathy (sympathy maxim) found violation as much as 1 data.

Gamification is an instructional approach that incorporates game elements to enhance student engagement and motivation in the classroom. This classroom action research was conducted with sixth-grade elementary school students by integrating gamification techniques into the learning process. Various game-based components such as point systems, levels, challenges, and rewards were applied throughout the instructional activities. During the study, data were collected on student participation, academic achievement, and responses to the implementation of gamification. The findings indicate that gamification strategies significantly improved student involvement in the learning process. Students demonstrated greater enthusiasm and active participation during gamified lessons. Moreover, improvements in academic performance were observed among students engaged in gamification-based learning. However, further research is needed to explore in more depth the factors that influence the effectiveness of gamification across different subject areas.

Cooperative Learning has been proven effective in improving the quality of education, especially at the elementary school level. One popular cooperative learning model is the Think-Pair-Share (TPS) method. This method provides students with the opportunity to think independently, discuss with a partner, and share their thoughts with the larger group. This study aims to explore the optimization of the implementation of the TPS method in enhancing the cognitive and social abilities of elementary school students. Using a descriptive qualitative approach, this study analyzes how the implementation of TPS can affect students' understanding of the material as well as their social skills. The results indicate that the application of the TPS method not only improves students' cognitive abilities, such as mastery of subject matter and critical thinking skills, but also strengthens their social skills in interacting, communicating, and collaborating with classmates. This study recommends the integration of the TPS method into elementary school teaching practices to maximize students' potential in various aspects, both cognitive and social.