The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

ENGLISH TEACHER AGENCY AND COMPETENCIES IN IMPLEMENTING KURIKULUM MERDEKA AT SENIOR HIGH SCHOOLS IN PALEMBANG, SOUTH-SUMATERA, INDONESIA

Ana Theriana — 2025-10-16

study aims to examine teacher agency and its influence on teacher competence in the implementation of Merdeka Curriculum in Indonesia. The study involved English teachers at the secondary school level as research subjects, who were divided based on their response to curriculum change: proactive, reactive and passive. The results show that teachers with proactive teacher agency adapt more quickly and are able to develop their pedagogical, social and professional competencies better. They take advantage of the freedom offered by Merdeka Curriculum to innovate in teaching and integrate technology and interactive learning methods. In contrast, teachers with reactive responses require more support in the form of training, time and resources to adjust to the changes, while teachers with passive responses tend to maintain traditional teaching methods and show resistance to change, which hinders the development of their competencies. The implications of these findings suggest the importance of providing ongoing training, adequate resources and collaboration among teachers to support the successful implementation of Merdeka Curriculum. Structural support and better communication between schools and teachers are needed to ensure that all teachers, regardless of their level of teacher agency, can contribute effectively to the implementation of tThis he new curriculum

Exploring Speaking-Anxiety Triggers in Polytechnic ESP Course: An Inductive Thematic Analysis

Annisa Romadloni — 2025-10-16

This study investigates the specific moments and conditions that trigger speaking anxiety among engineering undergraduates in an English for Specific Purposes (ESP) course at a Politeknik Negeri Cilacap. Drawing on open‐ended responses from 101 students, the primary goal was to uncover the classroom scenarios—beyond general anxiety scales—that most disrupt learners’ oral performance. Narrative data were repeatedly reviewed following Braun and Clarke’s inductive thematic analysis procedures; provisional codes for anxiety‐provoking incidents (e.g., more comfortable in a small group, fear of being laughed at, nervous when unprepared) were generated and organized into coherent themes. It is anticipated that speaking anxiety will be found at a moderate level, with the greatest distress being associated with lexical retrieval under time pressure and unprepared, impromptu speaking tasks. Secondary triggers are expected to include concerns about grammatical accuracy and pronunciation, while social factors—such as instructor scrutiny or mixed‐gender audiences—will likely play a smaller role. These predicted patterns underscore the dual burden of technical content mastery and language production in ESP contexts. By pinpointing discipline‐specific anxiety triggers, this work aims to inform targeted pedagogical interventions—like scaffolded vocabulary drills, brief planning aids, and supportive feedback practices—to help ESP instructors foster more confident, resilient speakers.

RITUAL LANGUAGE AS SOCIAL ACTION: A CASE STUDY OF NIKA RO NEKU IN THE DIGITAL SPACE

Asyrafunnisa Asyrafunnisa — 2025-10-16

The traditional marriage ritual of Nika Ro Neku is one of the cultural heritages of the Bima community that is rich in symbolic, social, and spiritual meaning. In the digital age, this ritual has been documented and disseminated through online media, causing changes in its practice and linguistic structure. Social media, video recordings, and online communication have led to changes in the structure of speech, the roles of participants, and the social meanings contained within. This study aims to analyze the transformation of language and the roles of participants in the ritual using Alessandro Duranti's anthropological linguistic approach, particularly the concepts of indexicality, performance, and participation. The method used is a qualitative descriptive approach based on digital ethnography, with data consisting of speech excerpts from YouTube videos and online interviews. The results show that the performative dimension in ritual speech is the most dominant aspect, where speech not only conveys information but also shapes social realities such as blessings, acceptance, and collective identity. Digital transformation has led to the reinterpretation of social indices, a shift in performativity toward visual content, and the expansion of participants' roles from local communities to a global audience. This study demonstrates that digital documentation does not erase cultural meaning but rather reformulates it within a new media context.

Artificial Intelligence in English Language Education: Advancing SDG 4 and Institutional Excellence through Secondary Data Analysis

Deemimah Liliura — 2025-10-16

Artificial Intelligence (AI) has become a new feature of modern education, transforming the teaching and learning process worldwide. Although AI has grown in use in English language teaching via chatbots like ChatGPT, grammar assistants like Grammarly, and other intelligent tutoring systems, its relationship with the global education agenda, especially Sustainable Development Goal 4 (SDG 4), has not been studied extensively. Closing this gap, this paper examines how AI can be used in the development of English language education and how it can contribute to SDG 4 and institutional excellence. The study utilized a secondary data model, based on bibliometric and literature-based reviews of Scopus, Web of Science, and selected policy reports published between 2015 and 2025. Results indicate that following 2020, AI-related publications increased rapidly, which is a clear indication of the shift towards more pedagogical applications rather than technical applications, and the development of international collaboration between AI, language learning, and SDG 4. The literature review suggests that AI can positively impact EL learning, but also highlights significant concerns about cheating, discrimination, and privacy invasion. Such discussions enable this paper to present the argument that AI may become a transformative tool in learning the English language and institutional growth, subject to how AI can be influenced by ethically just and policy-based paradigms. These results demonstrate what policy-makers, institutions, and educators can do to facilitate the intended use of AI so as to be in a position to achieve inclusive, quality, and sustainable educational development.

Developing a corpus-based maritime English dictionary for enhancing engine room crew communication

Dhanan abimanto — 2025-10-16

This study addresses a critical gap in maritime communication within the Indonesian context, where engine room communication typically involves a hybrid of Bahasa Indonesia and unstandardized English technical terms. While international regulations like the Standard Marine Communication Phrases (SMCP) mandate English, they do not account for this prevalent code-mixing practice, creating significant risks of miscommunication linked to maritime incidents. To mitigate these risks, this research developed a specialized, corpus-based Maritime English dictionary for Indonesian Engine Room Crew (ERC). Adopting a qualitative, corpus-aided lexicographic design, the study compiled and analyzed a corpus of authentic Indonesian engine-room texts including logbooks and technical manuals, to identify high-frequency English technical terms and their contextual usage patterns. The findings confirm the existence of a core lexicon of English terms that are systematically embedded into formulaic Bahasa Indonesia phrases, representing the functional norm of technical discourse. The resulting thematically structured dictionary, validated by subject matter experts, serves as a practical tool to standardize this critical vocabulary. The study's novelty lies in its dedicated focus on this hybrid linguistic domain, aiming to enhance communication clarity, operational safety, and the effectiveness of Maritime English training for Indonesian marine engineering personnel.

AI IN EFL EDUCATION - PROMISE AND PERIL FOR RURAL INDONESIAN LEARNERS IN CENTRAL BORNEO

Dian Sari Marchia — 2025-10-16

The integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) teaching offers significant benefits as well as challenges, particularly for learners in remote areas of Central Kalimantan, Indonesia. This conceptual article examines the potential of AI-based technologies, such as individualized learning, automated feedback systems, and language practice applications, to enhance learner autonomy and facilitate language acquisition. On the other hand, this article also addresses important issues such as limited internet access, inadequate technological infrastructure, socio-cultural barriers, and the digital literacy gap between teachers and students. This study develops a fair and contextually appropriate framework for remote areas in Central Kalimantan by combining current empirical research and expert perspectives. The findings indicate that the success of AI in this educational setting is only achievable if it is adjusted to the specific environment, teachers receive adequate training, and the policies implemented are contextual. Additionally, ethical concerns arise regarding data privacy, overreliance on technology, and the potential negative impact on students' creativity and social skills. Experts emphasize that AI should not replace the role of human teachers, especially in remote rural areas that already experience inequality. The article concludes with recommendations for policymakers, educators, and technology experts to ensure the responsible and culturally sensitive use of AI, thereby promoting educational inclusion without exacerbating existing inequalities.

ITBISA: A Novel and Sustainable Approach for Supporting EFL Learners’ English Proficiency and Digital Literacy

Didit Kurniadi — 2025-10-16

IT-Based Integrated Skills Approach (ITBISA) represents a pedagogical approach that combines Oxford’s (2001) Integrated Skills Approach (ISA) with digital literacy dimensions outlined by Son (2017), aiming to improve both English proficiency and digital literacy among EFL learners. Developed for TEFL (Teaching English as a Foreign Language) instruction, ITBISA integrates the four essential language skills through the purposeful use of digital tools and platforms. This study investigates the implementation of ITBISA in a university TEFL course by examining perspectives from students and the teacher. The current implementation builds upon previous applications of the approach by incorporating updates to the national curriculum and integrating AI-based technologies to address the evolving challenges of education in the AI era. Data collection involved classroom observations, teacher and student questionnaires, analyzed thematically to identify learning patterns, technological engagement, and pedagogical insights. The findings show that ITBISA creates a learning environment that promotes active participation, critical thinking, and increased digital awareness. Students reported better confidence in using English in academic and digital contexts, while the teacher noted enhanced classroom interaction and student autonomy. ITBISA is shown to be a sustainable and adaptable approach for EFL instruction, offering a forward-looking framework that addresses the dual demands of language mastery and digital competence in today’s AI era.

ANALYZING COHESION IN STUDENTS’ RECOUNTS TEXT: A DISCOURSE-BASED INVESTIGATION

Dody Wahyudi Purnama — 2025-10-16

This study aimed to investigate the use of grammatical cohesive devices in the recount writing of 10th-grade students at SMAN 1 Puasakanagara Subang Subang. Employing a qualitative descriptive method, the analysis focused on six recount texts to identify the frequency of references, conjunctions, ellipses, and substitution. The results revealed that conjunctions were the most frequently used cohesive technique, with counts of 20, 13, 16, 17, 19, and 20. Ellipses appeared less frequently, with counts of 8, 9, 10, 8, and 9, while substitution was absent in all texts. References were the dominant device, showing counts of 30, 23, 18, 20, 25, and 23, with the highest percentage of 52% in text 1. These findings indicate that students effectively utilized references and conjunctions, enhancing the coherence of their writing. The limited use of ellipses and the absence of substitution suggest a preference for clarity in academic contexts. The study recommends that students focus on the logical and consistent application of cohesive devices to further improve the quality of their writing.

The influence of english learning platform on the improvement of cadets’ speaking skill

Dwi Sulistyorini — 2025-10-16

This research seeks to evaluate the powerfulness of the website www.englishspeak.com in enhancing the speaking skills of fourth semester cadets in Marine Mechanical Engineering Technology (TRPK) Batch 59. The research employs an experimental design featuring a pre-test and post-test format implemented for both control and experimental groups. The subjects are fourth semester cadets from the TRPK Department at Politeknik Bumi Akpelni. The sample consists of class TRPK A acting as the experimental group and class TRPK B as the control group, with both classes containing 39 cadets. The process consists of an initial meeting: a pre-test given to both groups, the second and third meetings: the experimental group undergoes treatment using www.englishspeak.com, while the control group learns via conventional methods, and the last meeting: a post-test is executed for both groups. Cadets are required to engage in basic discussions to the topic being explored. The evaluation of their speaking abilities is based on five components: pronunciation, grammar, vocabulary, content, and fluency. The results of this research indicate the average pre-test scores: experimental group: 44.20; control group: 46.46 and the average post- test scores: experimental group: 61.03; control group: 50.26. The group that was tested demonstrated progress in all five areas of speaking after using www.englishspeak.com. A t-test was performed to evaluate the significance of the outcomes. The t-value was 2.78, surpassing the t-table value of 1.67. This shows a significant difference in the post-test outcomes between the experimental group and the control group. The website www.englishspeak.com greatly enhanced the speaking skills of the cadets regarding pronunciation, sentence formation, vocabulary, substance, and speaking speed. This research shows that using interactive online learning such as www.englishspeak.com can be powerful for teaching speaking.

INTEGRATING LOCAL CULTURE INTO WEB-BASED ELT FOR YOUNG LEARNERS: A SYSTEMATIC LITERATURE REVIEW OF RECENT TRENDS AND PRACTICES

Eko Heriyanto — 2025-10-16

This study aims to explore and analyze best practices for integrating local culture into web-based English language teaching for young learners through a systematic review of 10 articles published between 2013 and 2023. Using the PRISMA framework, the study found that incorporating local culture into the English language curriculum significantly boosts students’ motivation, engagement, and communication skills. Materials emphasizing local culture also encourage students to understand and appreciate their cultural identity while improving their language skills in a global context. Although challenges such as native-speakerism attitudes exist, information and communication technologies can support this integration by providing access to more diverse and relevant materials. The study recommends developing culturally responsive teaching materials and applying inclusive methodologies in teaching practices. These findings are expected to help educators and policymakers create more effective and relevant learning environments for students in an increasingly interconnected global era.

The Impact of SRSD-Based ChatGPT Use on EFL Students’ Writing Anxiet

Elsa Elsa — 2025-10-17

This study explores the effect of structured versus unstructured use of ChatGPT on writing anxiety among learners of English as a foreign language (EFL). Although AI tools like ChatGPT are becoming more prevalent in language classrooms, their ability to reduce learners’ anxiety remains unclear, particularly when implemented without instructional support. To address this gap, the study employed a quasi-experimental design involving 62 students from two intact EFL classes. One group used ChatGPT with guidance based on the Self-Regulated Strategy Development (SRSD) model, while the other used it without structured support. Writing anxiety was measured before and after the intervention, and analysis of covariance (ANCOVA) was used to compare post-test scores while controlling for pre-test levels. The results revealed a statistically significant difference between the two groups (p < .01, partial η2 = .144), indicating that the SRSD-based use of ChatGPT more effectively reduced students’ writing anxiety. These findings highlight the importance of embedding pedagogical frameworks into AI-assisted language learning to support students’ emotional and cognitive needs.

From Reluctance to Fluency: Exploring Speaking Confidence through Digital Storytelling in Low-Motivated EFL Learners

Endang Sulistianingsih — 2025-10-17

Speaking fluency and confidence remain a persistent challenge for Indonesian EFL learners, especially at low motivation and high language anxiety. Classroom strategies of the traditional type that pay attention to grammar accuracy can scarcely help students engage in genuine oral communication. This study investigated whether digital storytelling (DST) could be beneficial for low-motivated undergraduates in improving their speaking fluency and confidence. Defensible based on both Constructivist Learning Theory and Self-Determination Theory, the sample of the study was 19 participants of a private college in Central Java, Indonesia, who received a one-group pre-test–post-test. Across 6 weeks, students participated in DST processes such as script writing, voice recording, multimedia editing, and peer work. Data were obtained by speaking performance rubrics and a 5-point Likert scale on speaking confidence. It was found that the responses to both fluency (mean gain of 0.70) and confidence (mean gain of 1.06) were significantly improved with statistical significance (p < 0.001). The findings suggest that DST offers learners a safe, emotionally involving space to work on oral communication and to appropriate and internalize (subconsciously or reflexively) autonomy, emotional ownership, and motivational mechanisms. This research joins the rising volumes of work on digital pedagogy in EFL, focusing on the potential of DST for students who are hesitant to speak. Pedagogical implications for speaking, teaching, and technology use are then provided.

Developing a faith-based framework for ethical AI use in language classrooms: Teachers’ perceptions

Erina Andriani — 2025-10-17

The increasing use of artificial intelligence (AI) in education raises urgent ethical concerns, such as academic dishonesty, dependency on AI tools, and authenticity. Thus, the need for ethical guidance is growing, leading to AI ethical education. This phenomenon leads to the shift of teachers’ role as a guide in cultivating students’ ethical AI use. Religious values, such as Christian values, can offer a strong moral grounding to address such ethical challenges, especially in Indonesia, where the principle of divinity is strongly upheld through Pancasila and considered a key aspect of holistic learning. Christian values, such as honesty, responsibility, integrity, and stewardship, can be a moral compass for teachers in providing AI ethical education. However, few studies examined how faith-based values can inform practical classroom guidance on AI ethics. Therefore, this research aims to explore the teachers’ views on students’ ethical AI use and their strategies in guiding the students based on Christian values. Using a mixed-methods approach, data will be collected through surveys and interviews with language teachers using open-ended and closed-ended questionnaires and a semi-structured interview. The findings revealed the ethical concerns faced by teachers, their perceptions of the role as an ethical AI guide, and their faith-based framework in cultivating students’ ethical AI use. The significance of this study is to promote the use of religious values in fostering ethical awareness and to offer a clear, value-based framework in addressing AI ethics.

Dark romanticism in Chris Grey’s popular songs: from obsession to the new life process

Evi Irawanti Br Saragih — 2025-10-17

Dark Romanticism on literature is a subgenre of the Romantic movement that emerged in the early 19th century. This genre emphasizes the darker dimensions and negative aspects of the human condition. In this day, works within the Dark Romanticism genre are no longer confined to literary forms such as novels, short stories, or poetry, but also extended into the music industry particularly through songs that explore tragic love, toxic relationships, and emotional suffering. The growing interest in songs that embrace the themes of Dark Romanticism in music markets indicates a strong emotional resonance between such works and the internal experiences of their listeners. One artist who consistently engages with Dark Romantic themes in his music is Chris Grey, a Jamaican-descended musician. The lyrics in his songs frequently portray emotional dependency on a love object, despair following rejection, and a life consumed by illusions, often manifesting as obsession. According to Carl Gustav Jung, obsession is a manifestation of the unconscious shadow—the part of the self that contains repressed or hidden aspects deemed incompatible with one’s ideal self-image. Obsession arises when an individual fails to detach from the object at the centre of their emotional fixation. This study aims to examine the stages of obsession as represented in the lyrics of Chris Grey’s songs, and to trace the transition toward a renewed sense of hope following the Dark Romantic (obsessive) phase. It is hoped that this research contributes to interdisciplinary discourse particularly in understanding the emotional dynamics present in popular culture.

Exploring illers in EFL Classroom Interaction: A Case from an Indonesian English Course

Fatwadika Adinia Dakoranis — 2025-10-17

Fillers act as a crucial role in cognitive processing and discourse management, particularly in English as a Foreign Language. Most of the previous studies found that they highlighted the fillers in teacher-student interaction in formal education settings. They provide little insight into their role in informal, online EFL classes where interaction is more dynamic and semi-structured. Therefore, this study aims to explore the types of fillers and identify the most dominant fillers in an online English course. It also examines the functions of fillers in an informal classroom. This research used a qualitative approach and classroom discourse analysis (CDA) as the research design, supported by conversation analysis as the framework. The participants of this study are 18 students of the English Conversation Class. The data were gathered through classroom observation and a video recording from an online English course. Three instruments were used in this study: the observation sheet, the coding sheet, and the table analysis. The data were analyzed using the six steps of thematic analysis by Braun and Clarke (2006). Theory triangulation was used to validate the data. This study revealed that the combination of types of fillers, both lexicalized and unlexicalized, and the most common fillers that appeared in the teacher's speech were 88.81% lexicalized, while the students' 84.03% unlexicalized in an informal education setting. It also revealed that three functions of fillers were implemented in the classroom interaction, including cognitive function, social function, and discourse regulatory function.

Developing Students’ Creativity in Writing Poetry through Technology-Mediated Task-Based Language Teaching

Fera Sulastri — 2025-10-30

This study aims to report the enhancement of the students' creativity in writing poetry through the Technology-Mediated Task-Based Language Teaching (TM-TBLT) model. The research is based on the result of a pre-questionnaire showing the low confidence of students when writing poetry in English because of a lack of vocabulary, difficulty in selecting aesthetically pleasing words, and minimal exposure to studying poetry in their curriculum. Through the implementation of TM-TBLT in the Creative Writing course, this study examines how digital technology can be utilized to enhance students' creativity in writing poetry. Two-cycle action research is used by the study. The first cycle seeks to reinforce the students' confidence in poetry writing using Blackout Poetry, while the second cycle seeks to build their creative language play ability by writing haiku. Data collection was conducted by observing, interviewing, and analysing documents related to the poetry of the students. The findings indicate that TM-TBLT significantly enhances the creative ability of students in five aspects, including idea integration, rhyme, figurative language, imagery, and lineation. The use of technology such as Blackout Poetry Maker, Canva, QR codes, and cell phone cameras enables deeper investigation of language and increases student engagement in creative writing. The study discovers that TM-TBLT can be a very effective approach to teaching creative writing in EFL settings. By integrating technology into task-based learning, not only do the students enhance their writing skill but also become more creative and forceful in communication through poetry.

Implementing a Group-based Flipped Classroom Model in EFL Writing Class: Challenges and Benefits

Fitri Nurdianingsih — 2025-10-30

This study investigates the implementation of a group-based flipped classroom model in teaching descriptive and narrative writing, focusing on its challenges and benefits. The research involved 35 students whose writing skills were assessed through pre-tests and post-tests, revealing significant improvements in vocabulary usage, organization, coherence, and grammatical accuracy. Statistical analysis, including paired t-tests, confirmed these enhancements with a large effect size (Cohen’s d > 0.8). The flipped classroom approach fostered active learning through pre-class preparation, in-class group activities, and peer feedback, resulting in higher student engagement and collaboration. Both students and lecturers reported positive perceptions of the model, though challenges such as inconsistent pre-class preparation, technological barriers, and uneven group participation were noted. The findings suggest that while the group-based flipped classroom model effectively enhances writing skills and engagement, its success depends on structured support, institutional resources, and careful instructional design. Recommendations for educators include accountability measures for pre-class work and clear group roles, while institutions are advised to invest in technology and teacher training. Future research should explore long-term effects and adaptability across diverse educational contexts.

Can interactive mind mapping method improve students’ vocabulary mastery?

Fitri Yulianti — 2025-10-30

This research investigates the use of interactive mind mapping method in teaching vocabulary for the secondary school students on SMPN 32 Semarang. The purposes of this research are: (1) to find out the students’ vocabulary achievement before using the interactive mind mapping method; (2) to find out the students’ vocabulary achievement after using the interactive mind mapping method; and (3) to find out the average increasing score between before and after the treatment through interactive mind mapping method. Pre-experimental research was chosen as the research method of this study. Test and questionnaire were the main instruments to collect the data. The population of this study were 285 students who were in the 7 th graders. The sample of this research was the students on 7H with total 31 students. But in the process of taking the data, there were only 24 students who taking part from the beginning to the end of research. The result of this study showed that the average score of students’ vocabulary mastery increased from 81.4 before using mind mapping method to 86.9 after using mind mapping method. The average increasing score was 5.5 (6.36%). It was suggested that (1) the students need to apply interactive mind mapping method on the way they learn vocabulary; (2) the teachers should use interactive mind mapping method in class to improve their students’ vocabulary mastery; and (3) the result of this study can be use as one of the references to whom interested in the same topic.

The Students’ Perceptions of Artificial Intelligence (AI) in Higher Education: A Systematic Literature Review

Fujiono Fujiono — 2025-10-30

The fast development of Artificial Intelligence (AI) has a strong impact on the situation in higher education, especially on the way in which students learn, communicate, and interact with educational materials. The present study is a systematic literature review that examines 24 peer-reviewed articles published in 2020-2025 which concern on university students’ perceptions of AI technologies such as ChatGPT and generative AI tools. This research based on PRISMA methodology and the data acquired with the help of Publish or Perish application from the Scopus database, this study discusses the issues of acceptance and satisfaction, perceived benefits, ethical matters, and challenges regarding AI integration in higher education. The results show that most students perceive AI as a valuable tool that enhances efficiency, motivation, and learning autonomy. But there are still worries about overreliance, ethical use, academic integrity, and the potential erosion of critical thinking. The students’ perceptions and usage patterns are affected by contextual factors such as the field of study, gender, cultural background, and prior digital literacy influence. The review highlights the necessity of the participatory governance, systematized pedagogy, moral principles and collaborative policy making to make AI integration responsible and fair in higher education. After all, AI should be positioned not merely as a technical aid but as a transformative component of a humanistic and reflective learning environment.

Customizing mistral 7B large language model for qualitative research: A feasibility study

Hendi Pratama — 2025-10-30

In qualitative linguistic research, particularly within the domain of discourse analysis, the manual identification of pragmatic features such as Grice’s conversational maxims can be time-consuming and cognitively demanding. This feasibility study investigates the potential of using the Mistral 7B large language model (LLM) to support such analysis by automating the classification of Gricean maxims, Quantity, Quality, Relevance, and Manner, and identifying corresponding illocutionary acts in Instagram captions. A dataset comprising 88 bilingual captions (primarily English with several in Indonesian) from Samsung Indonesia’s official Instagram account was used. The model was prompted to analyze each caption, score the observance of the four maxims, assign an illocutionary act type, and provide justification for its classifications. The outputs were compared to a previously published human-coded analysis. Results showed that Mistral could produce accurate classifications for most captions, particularly in identifying directives and informative acts, and provided plausible justifications. However, the model displayed a bias toward higher maxim observance scores (3 and 4), showing reluctance to assign lower ratings such as “barely observed” or “not observed,” which human coders used more readily. Mistral also failed to parse a syntactically complex caption, indicating limitations in handling mixed or informal structures. Overall, the findings highlight Mistral’s potential as a fast, accessible tool for supporting qualitative linguistic inquiry, especially in large-scale or exploratory settings. While its accuracy and interpretive depth require refinement, Mistral offers a promising starting point for integrating AI into pragmatic analysis workflows. Further development in prompt design and model calibration is recommended.

The impact of curriculum changes on english language teaching

Ifan Rikhza Auladi — 2025-10-31

Curriculum reform plays a crucial role in shaping the quality of education and determining how learning is conceptualised and delivered. In Indonesia, curriculum changes have been frequent, reflecting the government’s attempt to balance local needs with global demands. The most recent reform, the Emancipated Curriculum (EC), was introduced in 2022 to promote learner autonomy, communicative competence, and project-based learning, especially in English Language Teaching (ELT). This conceptual study adopts an integrative literature review approach to synthesise theories and previous studies on curriculum reform and its impact on ELT. The analysis highlights that the EC offers significant opportunities, including the adoption of Communicative Language Teaching (CLT), learner-centered innovation, and contextualised instruction. However, challenges persist, such as limited teacher readiness, resource constraints, and students’ difficulty in adapting to independent learning. The discussion integrates Change Theory, Sociocultural Theory, and Constructivist Learning Theory to explain how curriculum reform can be enacted meaningfully in ELT. Findings suggest that successful reform requires policy alignment, continuous professional development for teachers, student engagement, and institutional support. This study contributes to both theory and practice by offering a conceptual model of responsive ELT in Indonesia and proposing directions for future research.

Exploring Candidates’ Response Strategies to Oral Questioning in the EFL Thesis Defenses: A Celce-Murcia’s Framework Approach

Imanuel Kamlasi — 2025-10-31

The thesis defense examination (TDE) is a high-stakes academic interaction in which candidates must communicate effectively and persuasively to demonstrate their understanding of the subject matter. Understanding response strategies is vital to establishing effective communication within a thesis defense. This study analyzed candidates’ response strategies in the EFL thesis defenses using Celce-Murcia’s framework. The data collection involved observing eight thesis defenses and recording oral interactions, which were then transcribed for analysis. To ensure the credibility of the data analysis, an inter-coder agreement was calculated, resulting in a Cohen’s kappa value of κ = 0.82, indicating a high level of agreement between coders. The findings showed that candidates frequently employed expansion strategies when answering examiners’ questions. Confirmation strategies also appeared with relatively high frequency. Repetition and reduction and repair strategies were used with moderate frequency, whereas rephrasing and rejection were rarely employed. This study reveals that EFL candidates often add more information to their responses and confirm their answers during interaction in the thesis defenses.

THE CONTRIBUTION OF TRANSLATION IN THE BEGINNING OF ISLAMIC DEVELOPMENTS OF SCIENCE

Iwan Kurniawan — 2025-10-31

It is believed that to master new knowledge from different cultures and countries, the role of translation is very pivotal. Because people speak and write different languages, the presence of translation as a tool to bridge the two sides is a must. Likewise, in the era of early Islam, such as the Umayyad and Abbasid caliphates, some Islamic and non-Islam scholars translated many scientific works into Arabic from other regions such as Greece, Persia, India, etc. These translated works later were learned and comprehended by Muslim scholars. They also developed those works meticulously to be better ones. There are some articles that discussed the translation practice in early Islamic caliphates but fewer papers that introduced disciplines and works that became the emphases of translation. This paper tries to explore what disciplines and what works became the focuses of translation activities from foreign languages into Arabic, which were carried out by Muslim and non-Muslim intellectuals at the beginning of Islam in the Umayyad and Abbasid caliphates. Using a Systematic literature Review which focuses on seven peer-reviewed articles, it is found there were several disciplines that became emphases of translation activities, such as Literature, arts, chemistry, city design, civil engineering, astronomy, medicine, philosophy, mathematics, etc.

Aligning Teacher and Student Perceptions on the Implementation of the Merdeka Curriculum in English Language Teaching in Kayong Utara

Kartika Yoga Eka Pratiwi Negara — 2025-10-31

This study explores the perceptions of both English teachers and junior high school students regarding the implementation of the Merdeka Curriculum in Kayong Utara, a rural district in Indonesia. Utilizing a quantitative approach, data were collected through two Likert-scale questionnaires distributed to 21 teachers and 250 students across several schools. The instruments were designed around seven key indicators: clarity of instruction, teaching method effectiveness, learning engagement, relevance of materials, feedback and assessment, learning independence, and classroom atmosphere. Descriptive statistical analysis revealed generally positive perceptions from both groups, particularly in terms of instructional clarity and classroom climate. However, the findings also indicated several perception gaps. Teachers tended to underestimate the effectiveness of their teaching methods and feedback practices, while overestimating students’ autonomy and the relevance of materials. Correlational analysis showed moderate alignment between teacher and student responses, suggesting the need for greater feedback mechanisms and contextual alignment in teaching strategies. This study highlights the importance of professional development and support systems in ensuring the success of a flexible, student-centered curriculum in under-resourced regions.

Gen Z Students’ Readiness for AI-Assisted English Speaking Practice: Qualitative Analysis

Lalita Vistari — 2025-10-31

This study aims to explore the perceptions and attitudes of Generation Z (Gen Z) students who are considered digital natives and interact with AI technology in English speaking practices. This study moves beyond conventional quantitative measurements to delve into the distinct qualitative psychosocial dimensions in question. Through a qualitative exploratory approach, perceptions, challenges, and expectations that students hold concerning educational technologies such as chatbots and speech recognition software were analyzed utilizing semi-structured interviews, reflective journals, and field notes. Findings indicate that even though students in this age cohort are technologically adaptive, they experience high levels of AI-induced emotional disengagement. In addition, Gen Z expresses a new form of “perfection anxiety” that relates to the pervasive tech issue AI faces in accurately capturing speech. This tension underscores a paradox in contemporary AI design, while AI interfaces have the potential to enhance multilingual pedagogical practices, they starkly lack the empathy and emotional sensitivity required to support psychosocial interaction. This study proposes advances the design of pedagogical AIs beyond the provided functionalities and aims by addressing the intrinsic design requirements that emerge from the learner level, thus, holistically attending to the psychosocial and emotional dimensions of fluency needs of digitally proficient Gen Z learners.

NAVIGATING UNCERTAINTY: CHALLENGES OF TEACHER PROFESSIONAL DEVELOPMENT FOR EYL IN INDONESIA

Litani Ika Budiarti — 2025-10-16

The status of English as an optional subject in the Indonesian primary school curriculum has created significant ambiguity for English for Young Learners (EYL) teachers. This policy uncertainty limits institutional support and curricular guidance, leaving many EYL teachers without a clear framework to effectively deliver English Language Teaching (ELT) at the primary level. This study employs a Systematic Literature Review (SLR) to examine the landscape of Teacher Professional Development (TPD) initiatives for EYL educators in Indonesia. Drawing from peer-reviewed journals, government documents, and educational reports published between 2020-2025, this review identifies key themes, challenges, and best practices in the professional development of EYL teachers. The findings reveal that while various TPD programs exist, many are fragmented, underfunded, or misaligned with the practical needs of teachers operating in contexts where English instruction lacks formal curricular status. This article highlights the urgent need for policy-informed, context-responsive TPD models to equip EYL teachers with the practical needs of teachers operating in contexts where English instruction lacks formal curricular status.

The Use of Gemini AI in Teaching Speaking "Gemini AI as a Speaking Coach: Transforming EFL Speaking Practice"

Lukman Arif Rachman — 2025-10-16

This study investigates the effectiveness of Gemini AI in teaching speaking skills to second-grade senior high school students in Bandung. The study aims to reveal the use of Gemini AI in teaching speaking abilities. The participants consisted of 24 students and one English teacher from one of the private high schools in Bandung; most of the students possessed an intermediate level of speaking proficiency. The study used Classroom action research for three three-cycle implementations. Each cycle consisted of planning, implementation, and evaluation, aiming to get betterment in implementing Gemini AI in teaching speaking. The instruments used in the study were an observation sheet and a researcher's journal in order to know the steps and the techniques used in implementing Gemini AI for teaching speaking in every cycle. Findings from this research demonstrate that Gemini AI can be used as a tool in speaking lessons, providing interactive, real-time feedback and practice opportunities. Even though the implementation faced some obstacles, there were always some improvements in every cycle, which led the teacher and students to make Gemini AI as an effective digital tool for enhancing students’ speaking skills. The significance of the study indicates that integrating AI in teaching speaking can provide individualized and interesting language practice. The use of artificial intelligence in teaching speaking also can enhance conventional teaching strategies. This study contributes to the growing body of literature on AI in education and provides practical implications for English language teaching, especially in enhancing students’ communicative competence.

Local Wisdom Values in the Poems Collection of Ayat Sunyi by Emi Suy as Strengthening Children's Character Education in Indonesia Through Literary Works

Maulida Laily Kusuma Wati — 2025-10-16

Character education in Indonesia is currently facing various challenges, especially due to the growing social dynamics influenced by global culture, which tends to overlook local cultural values. In this context, literary works, particularly poetry, play a vital role in conveying messages of local wisdom that deeply influence character development. The poem collection Ayat Sunyi by Emi Suy highlights the importance of values such as cooperation, tolerance, honesty, justice, wisdom, human-nature relations, and religiosity. Using a literary sociology approach and sociological theory, this study reveals that local wisdom values, as part of social morality, are strongly portrayed in the poems. The analysis shows that the poems not only depict harmony between humans and nature but also emphasize the role of women as guardians of cultural values and agrarian spirituality. These poems emphasize the importance of preserving cultural traditions that are now being marginalized, while also educating students to appreciate their culture, value life, and develop responsible character. Thus, the poems serve a significant role in shaping a better young generation by instilling values of local wisdom that nurture individuals to be caring, empathetic, and deeply rooted in national identity. The symbolism of Dewi Sri, the earth, and prayer in the poems provides a strong foundation for reinforcing character education, preparing Indonesia's Golden Generation to become individuals of noble character, empathy, and cultural integrity.

Academic writing performance paradox: students’ negotiation during the inventing stage

Miftachudin Miftachudin — 2025-10-16

Many university students continue to struggle with academic writing, albeit they have passed the supporting courses of language content and skills. Such a condition becomes paradoxical as the subjects of this research, the 7th-semester students of the English Education Department at UIN Salatiga in the academic year 2025, experience similar phenomena. The students encounter issues in all stages of academic writing, especially during the inventing stage, in which they have to understand the topic, brainstorm ideas, and develop an outline before continuing to the next stages of drafting, revising, and editing. The inventing stage becomes the focus, as it defines and directs the global aspect in writing before they can develop their ideas. This research tries to understand the students’ challenges during the inventing stage of academic writing, and simultaneously concludes their strategies in negotiating those issues. From the Focus Group Discussion with 144 students, the researcher found that students encounter several challenges during the process of writing in the inventing stages in the areas of self-efficacy and motivation, understanding assignments and topics, brainstorming and idea generation, and developing an outline and forming a working thesis. To respond those challenges, the students develop strategies such as formulating motivation and support, finding reference, free listing ideas, and making a mind map. This analysis can contribute to the practical knowledge for further discussion and support the improvement of academic writing in higher education.

The Role of Japanese Children’s Literature as a Resource in Japanese Language Education

Misaki Shinohara — 2025-10-16

This study examines the role of children’s literature in Japanese language education, emphasizing its educational value and theoretical foundations. Children’s literature not only aids students in enhancing their vocabulary and grammar but also provides insights into the culture, traditions, morals, and social perspectives that shape Japanese society. The study explores how children’s literature can be utilized in Japanese language education, focusing on its educational benefits and theoretical background. The language used in children’s literature is concise yet expressive, allowing learners to naturally encounter new words, common expressions, and stylistic patterns within the context of the story. Furthermore, these stories stimulate imaginations and emotions, making the learning process more engaging. From an educational standpoint, children’s literature illustrates the strong connection between language, culture, and identity. It supports a student-centred approach, encouraging students to reflect, interpret, and take ownership of their learning. In contrast to traditional teaching materials that often emphasize grammar, children’s literature provides a more comprehensive learning experience by integrating language and culture within narratives. This allows learners to envision scenes and characters, helping them understand words and expressions in real-life contexts. This study aims to discuss the rationale for incorporating Japanese children’s literature into Japanese language education. Children’s literature enriches the learning experience by serving as a meaningful bridge between language and culture. It also promotes communication skills, cultural awareness, and autonomous learning.

Investigating EFL Learner Needs of English for Hospitality Subject in Vocational School

Moch. Malik Al Firdaus — 2025-10-16

With the growing demands of the hospitality industry, English proficiency is becoming essential for workers to succeed. As the industry expands, vocational high school students in hotel management programs are eager to join the professional field. However, a recent study shows there is not an English course specifically tailored to their needs in hospitality, despite the curriculum’s recommendations to use student-focused materials. This research, therefore, is designed as a needs analysis, an important first step in developing English for Specific Purposes (ESP) courses, as outlined by Brown (2016). The study examines students' current English abilities in hospitality (Present Situation Analysis), compares them to industry requirements (Target Situation Analysis), identifies gaps, and explores student preferences for learning (Individual Differences and Classroom Learning Analysis). Findings indicate that hospitality students aim to improve their English skills, particularly in listening and speaking for front office, restaurant service, and housekeeping scenarios. However, their current proficiency falls short of meeting industry expectations in two of these three areas. Students also expressed preferences for task-based learning, role-play activities, a hands-on approach, video content, and small-group learning. The data includes interview excerpts, allowing future researchers to consider responses that may differ from the majority. This needs analysis highlights key areas to focus on when designing ESP materials that truly support students in meeting the demands of the hospitality industry.

How can Neuro-Linguistic Programming Influence English Language Teaching? A Systematic Literature Review

Mohammad Qushoy — 2025-10-16

Integrating NLP into English language teaching transforms the classroom experience for educators and learners alike. Therefore, conducting a systematic review of current research is essential to identify gaps in the application of NLP within ELT. A review of the literature from 2010 to 2025 explores how Neuro-linguistic Programming (NLP) has been utilized to improve English Language Teaching (ELT), with particular attention to the types of NLP strategies applied, the specific language abilities addressed, the research methodologies employed, and the educational levels of the participants involved. Following the PRISMA model, 19 studies were selected from 590 retrieved across Scopus, ERIC, EBSCO, ScienceDirect, and ProQuest databases and analyzed using NVivo-14. The findings revealed that anchoring, reframing, and modeling were the most frequently applied NLP techniques in ELT, with reading comprehension being the most targeted language skill. Experimental research designs dominated the field, and university students were the primary participants studied. These results suggest that NLP techniques enhance learner engagement, motivation, and communication skills by creating dynamic and supportive learning environments. The study implies that educators and researchers can leverage NLP strategies to improve teaching effectiveness and learner outcomes in English language education. Further research is recommended to explore diverse participant groups and additional language skills to broaden NLP’s application in ELT contexts.

MappingThe Landscape of Game-Based Cultural Diplomacy: A Bibliometeric Analysis of Global Trends and Influential Research

Muhammad Abdul Azis — 2025-10-16

Video games are becoming an important part of cultural diplomacy. They let countries show off their national identity and soft power around the world. In the past, Japan and Poland have utilized video games to spread their cultural values and get along better with other countries. For instance, Japan's "Cool Japan" campaign and Poland's smart gift of The Witcher series. With the debut of Black Myth: Wukong, an action RPG that combines Chinese mythology with modern gameplay, China has joined the trend. This study looks at nine scholarly papers from 2015 to 2024 that are listed in Scopus and Web of Science. It focuses on how video games are used in cultural diplomacy. The study examines the evolution of game-based cultural diplomacy globally through the analysis of research trends, significant figures, and notable works. The research examines the utilization of video games for diplomacy, nation branding, and cultural interaction, using Japan, Poland, and China as case studies. The results demonstrate that more and more people think that video games are a powerful and changing tool to influence people's thoughts, get people talking to each other around the world, and affect politics around the world. This study gives us vital information about how gaming, diplomacy, and soft power are becoming more and more intertwined. It also lets researchers and politicians see how video games can change international relations in the future.

Technology-Based Learning Media for EFL Class in Elementary School in Taiwan

Muhammad Arief Budiman — 2025-10-16

Traditional learning media such as textbooks and flashcards are still widely used in EFL classrooms in Taiwanese elementary schools, but they often fail to engage digital-native students. This research aims to describe the use and challenges of digital-based learning media, including games, songs, and videos, in enhancing student engagement in EFL learning. The study uses a descriptive qualitative approach to explore the effectiveness of these media. Data were collected through questionnaires distributed to elementary school teachers in Taiwan. The results show that while digital-based media offer more interactive and engaging learning experiences, issues such as accessibility, technical difficulties, and student boredom still persist. The study concludes that integrating game-based, song-based, and video-based media can address these challenges and significantly improve student participation and learning outcomes in EFL classrooms.

Effectiveness of Think-Pair-Share Technique towards Speaking Skills in Giving and Asking Opinions

Nabila Yumna Istiadi — 2025-10-16

Effective speaking skills are crucial for academic success and future professional opportunities, making their development a key focus in educational settings. This research investigates the Think-Pair-Share (TPS) technique effectiveness in improving students’ speaking skills in giving and asking for opinions, addressing a significant need for practical cooperative learning strategies. This study used quantitative approach with quasi-experimental designs involving 68 eleventh-grade students in total at SMA Negeri 15 Semarang in the second semester of the 2023/2024 academic year, divided into two groups: an experimental group (n=35) and a control group (n=33). Both groups were given a pre-test, followed by treatments with three meetings in each. After the treatments, a post-test was administered to determine the effectiveness. Based on the data, the control group’s, taught using the group discussion achieved an average score of 72.36 and the experimental group, taught using the TPS techniqe, scored 86.17. The experimental group’s N-Gain score was 62.29, which is classified as "effective enough". The Sig. (2-tailed) on the Independent Sample T-test value of 0.000 <0.05 shows the TPS technique has improved the students’ speaking ability, particularly in giving and asking opinions at a high level. These findings confirm that the TPS technique can substantially enhance students’ speaking skills, particularly in giving and asking for opinions, fostering a more interactive and encouraging active participation in the EFL classroom.

Exploring challenges and learning preferences in academic writing among ELT students

Nina Sofiana — 2025-10-16

Academic writing is a critical skill in English Language Teaching (ELT), yet the challenges students face and their learning preferences remain underexplored. While previous studies have examined writing difficulties or learning strategies separately, few have addressed both dimensions in an integrated manner. In response to this gap, the present study investigates the academic writing experiences of ELT students, focusing on their challenges and preferences. Employing a mixed-method design, data were collected from 96 undergraduate students through questionnaires and open-ended responses. The findings reveal that 58.3% had experience writing research proposals, whereas only 49.0% had written theses or journal articles. Key challenges included organizing research data (67.7%), writing the discussion section (71.8%), and connecting results with theoretical frameworks (68.7%). Students also reported low motivation, often relying on deadlines or peer support to complete tasks. In terms of preferences, they emphasized the need for clear instructions, constructive feedback, and level-appropriate materials, while valuing the support of lecturers and peers. These results suggest that academic writing instruction should be structured, differentiated, and project-based, aligned with deep learning principles to enhance engagement, address individual needs, and promote critical thinking and sustainable learning outcomes.

Needs Analysis for the Development of Content and Language Integrated Learning-Based Learning Modules in Civil Engineering Programs

Nur Aflahatun — 2025-10-16

Focusing on oral communication skills, this paper investigates the requirement of creating a CLIL-based English teaching module for Civil Engineering students at Universitas Pancasakti Tegal. Including English for Specific Purposes (ESP) into the curriculum becomes crucial as globalization expects engineering graduates to be competent in both technical expertise and English communication. By means of needs analysis, this study investigates important facets like learning objectives, language difficulties, curriculum integration, instructional module structure, and successful learning methodologies. Results show that although teachers deal with issues in resource availability and student involvement, students struggle with technical vocabulary, fluency, and structured oral communication. Still, chances present themselves through interactive learning techniques that improve students' competency including technical talks, project-based learning, and multimedia tools. To guarantee that students acquire the required oral communication skills for academic and professional success, the study suggests a CLIL-based teaching module combining engineering knowledge with communicative language exercises.

English Student Teachers’ Preparedness to Utilize Quizizz as a Learning Evaluation Tool in Differentiated Instruction Context

Nur Syafa’ah — 2025-10-16

This study investigates the preparedness of English student teachers employing Quizizz as a digital assessment tool within the context of differentiated instruction. In a technology-driven educational environment, Quizizz provides a flexible platform for both formative and summative assessments, addressing diverse student needs and learning styles. This study collected the data through questionnaires, interviews, and classroom observations focused on student teachers’ experiences, perceptions, and challenges in integrating Quizizz into differentiated learning environments. The study's findings revealed a wide range of student teachers’ preparedness, with varying confidence levels of participants on how to use Quizizz influenced by their own knowledge, pedagogical background, and understanding of differentiated instruction principles. From the study, specific training program for incorporating technology into classroom in differentiated learning context is suggested to foster teaching quality and students’ performance.

Enhancing English Language Learning through ICT Integration: Innovations, Challenges, and Pedagogical Implications

Nurfisi Arriyani — 2025-10-16

ICT in English Language Teaching (ELT) has revolutionized language learning by allowing the students to become more active, interact frequently and assume more responsibility in their learning process. This study investigates the research question: How do EFL teachers demonstrate and integrate Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) in ICT-supported English language instruction? Focusing on EFL instructors at a public university, the study employed a quantitative research design supported by a survey instrument that measured teachers’ self-reported TPK and PCK levels. Supplementary data were gathered through lesson plan evaluations and structured classroom observations to triangulate findings. Descriptive statistical analysis has been conducted and provided in the form of mean scores and standard deviations in order to outline the centralities and ranges in the knowledge domains of teachers. Preliminary results show that teachers have reported to be above average when voicing their Pedagogical Content Knowledge (PCK) (M = 4.1, SD = 0.6), although their Technological Pedagogical Knowledge (TPK) (M = 3.4, SD = 0.9) scores have displayed more variance than the latter, which may show the necessity to provide more support to integrate the use of technology. There was a greater chance that a teacher having higher TPK would employ interactive and student-based ICT activities. In contrast, those with lower TPK relied more on traditional, lecture-based methods despite having access to digital tools. In order to promote balanced teacher professional knowledge (TPK) and pedagogical content knowledge (PCK) in EFL instructors, the results support the significance of focusing on professional development. This presentation provides evidence-based recommendations for teacher educators and policymakers to support the effective integration of ICT in tertiary-level English Language Teaching (ELT) settings.

Representation of Religious Tolerance in the Origin Story of Kelenteng Jamblang Cirebon

Nurhannah Widianti — 2025-10-16

Religious tolerance is a cornerstone of social harmony in Indonesia’s multicultural society, yet its consistent practice remains a challenge amid ongoing cases of religious discrimination and intolerance. While Indonesia is often praised globally for its interfaith harmony, there is still a significant gap between the ideal values of tolerance and their implementation in daily life. This study aims to examine how the values of religious tolerance are represented in the local folklore Kelenteng Jamblang from Cirebon, West Java, which narrates the harmonious interaction between Chinese and Muslim communities in the past. Using a descriptive qualitative approach with content analysis, the research analyzes narrative elements, character actions, and symbolic representations within the folklore text. The findings reveal that inclusive leadership, mutual respect across religious boundaries, and collective action such as gotong royong are core reflections of religious moderation within the story. The character of Njo Kie Tjit, who embodies dual cultural and religious identities, serves as a central figure showing that tolerance is practiced through concrete social actions. The conclusion highlights that traditional folklore can serve as a valuable medium for transmitting interfaith values, strengthening the spirit of pluralism and religious moderation. This study implies that incorporating local narratives into education and interfaith dialogue can reinforce inclusive values and contribute to social cohesion in contemporary multicultural societies.

Enhancing EFL students’ vocabulary learning through Quizizz-based formative asssessments

Nurmala Hendrawaty — 2025-10-16

Mastering vocabulary is fundamental to learning English as a Foreign Language (EFL); however, students often struggle with various vocabulary components. This study aims to: (1) identify which vocabulary components show the most significant improvement in students' learning outcomes through Quizizz-based formative assessments, and (2) explore individual differences in EFL students' vocabulary performance across these assessments. This descriptive quantitative study involved 30 students from an EFL vocabulary class at a private university in Jakarta. Students completed nine Quizizz-based formative assessments covering various vocabulary topics, including word classes, word formations, synonyms, antonyms, idioms, collocations, phrasal verbs, and context-specific terms related to education and social media. The data were analysed using descriptive statistics consisting of the minimum and maximum scores, the mean, the standard deviation, and the variance. The results showed that social media and synonyms were the easiest vocabulary units because they had the highest average scores. In contrast, the units on phrasal verbs and word formations were the most challenging, as indicated by the lowest average scores. Most students demonstrated improvement across the assessments. Nevertheless, a small number of students revealed inconsistent performance across the various assessments, as evidenced by individual variability in performance. These findings suggest that Quizizz-based formative assessments can enhance students' vocabulary learning outcomes and help teacher educators design responsive instructional strategies to meet the diverse needs of EFL students.

TRENDS OF HUMANE LITERACY IN EFL ASSESSMENT AS AN ALTERNATIVE FOR FUTURE LEARNING: A Systematic Review Paper

Nurul Syafika — 2025-10-16

This research is a systematic literature review that intends to investigate the future trends of humane literacy assessment for future learning by analyzing data obtained from Google Scholar and Google Trends which the publication discovered in the database is included as the data of this study. In total, 23 relevant publications from Google Scholar have been identified. Based on the findings. This study investigates the trend of incorporating humane literacy in English assessment practices as a proactive approach in future learning models and realizing the importance of cultivating sympathetic understanding, critical thinking, and moral awareness as well as language proficiency. By illustrating the trends and implications of sympathetic proficiency in EFL assessment, this study contributes to the ongoing conversation about the holistic development of language learners and offers insights for shaping future directions in language education and assessment practices.

EARLY CHILDHOOD TEACHERS’ TEACHING PHONICS STRATEGIES AND THEIR REPORTED BELIEFS TO ASSIST PRIOR-TO SCHOOL CHILDREN IN ACQUIRING ENGLISH ALPHABET KNOWLEDGE AS A FOREIGN LANGUAGE (A CASE STUDY OF THE EARLY YEARS TEACHERS OF BEE BE GYM BABIES AND TODDLERS

Nuzulia Nur Farida — 2025-10-16

This study aimed at (1) discovering the early years teachers’ self-reported teaching phonics strategies in practices to teach alphabet knowledge and skills to their prior to school students, and (2) analyzing the teachers’ self-reported beliefs in their teaching phonics strategies used to teach alphabet knowledge and skills to their prior to school students. This study used a descriptive qualitative method. The participants of the study were ten non-native talented teachers experienced in teaching phonics to the young learners students. The instruments of collecting data were questionnaire and interview. The data were obtained by using a direct survey and a semi-structured interview. The direct survey was used to investigate the early childhood teachers’ teaching phonics strategies in practices, while to enhance the potential to understand self-reported teachers’ beliefs in appropriate early literacy teaching strategies, the researcher did the interview. Based on the findings, dealing with the phonics teaching strategies, the teachers were mostly using either commercial phonics program and play based literacy learning strategies to teach alphabet knowledge and skills to their students within the commercial phonics program over largely focused on their service rather than the play-based literacy learning strategies. In addition, from the interview, it could be concluded that the teachers believed that play could not be separated in the children’s learning process. Both systematic and incidental learning process as well as componential and child-centered views were crucial in the children’s acquiring literacy process and should be integrated.

Gamification to Transform English Language Learning: A Conceptual Review

Rani Ligar Fitriani — 2025-10-16

The use of gamification in English Language Teaching (ELT) has been found to employ more effective methods to improve learner participation, drive, and educational results. This review examines the impact of gamification in ELT by reviewing and consolidating major theories and their relevant evidence. The application of Self-Determination Theory, Flow Theory, the Multiliteracies Framework, Transformative Learning Theory, and Bloom’s Digital Taxonomy provide insight on the impact of gamified features, including, but not limited to points, badges, narratives, and feedback, on the ELT learner’s engagement with the subject. A comprehensive review of 25 selected articles published from 2014 to 2024 has shown that gamification has a desirable impact on learner’s motivation, autonomy, and participation within varying degrees of language skills. Furthermore, gamified approaches to instruction enhance the development of vocabulary and speaking skills, and learner perseverance. However, the review also identifies some issues, including the lack of effective implementation frameworks, inadequate professional development opportunities, and an excessive focus on badge and points systems that reward learners for competing with each other rather than collaborating. The results indicate that a well-designed gamified ELT course based on sound pedagogical theories increases learner engagement and active participation in learning. This study has considerable value for language educators and curriculum developers, in addition to stressing the need for more studies aimed at the effective use of gamification in language learning.

A Decade of Research on Speaking for Academic Purposes (2015–2025): Methodological Patterns, Pedagogical Tools, and Emerging Directions

Rasi Yugafiati — 2025-10-16

Speaking for Academic Purposes (SAP) has become an increasingly important focus in applied linguistics as learners worldwide strive to meet the demands of higher education. However, challenges such as pronunciation problems, limited fluency, grammar and vocabulary errors, anxiety, and restricted opportunities for authentic communication continue to hinder academic oral performance. This study systematically reviews fifty-two peer-reviewed articles published between 2015 and 2025 to map methodological patterns, country-level research distribution, recurring challenges, and implemented strategies in SAP instruction. Guided by the PRISMA framework, the review applied transparent phases of identification, screening, eligibility, and inclusion, resulting in a consolidated body of studies for synthesis. Findings reveal a predominance of mixed-methods and quasi-experimental designs, indicating a trend toward integrating quantitative measurement with qualitative insights. Indonesia and China emerge as leading contributors to the field, while many other regions remain underrepresented. Across contexts, four recurring obstacles are consistently documented: linguistic limitations, particularly pronunciation; psychological barriers such as anxiety and low confidence; pedagogical constraints linked to teacher-centered approaches; and technological challenges including limited access and digital literacy. Diverse strategies have been implemented, ranging from AI-driven feedback and automatic speech recognition to multimodal practices such as dubbing, audiovisual translation, and virtual reality. These approaches enhanced learners’ fluency, accuracy, and motivation, especially when combined with learner-centered pedagogy that promotes autonomy and collaboration. The review concludes that future research should address long-term sustainability, broaden coverage across populations and contexts, and integrate theoretical perspectives such as communicative competence and multiliteracies. These directions will support the development of more inclusive, coherent, and innovative models of academic speaking instruction.

PROMOTING CRITICAL THINKING AND ENGAGEMENT THROUGH DIGITAL AND MEDIA LITERACY IN HIGHER EDUCATION

Ratih Inayah — 2025-10-16

In the digital era, the ability to engage with digital technologies and media critically is essential for student success in higher education. Digital and media literacy (DML) equips learners with the necessary skills to access, analyze, evaluate, and create content across platforms while engaging responsibly in digital environments.
Although the urgency of DML integration is widely acknowledged, research shows a lack of comprehensive, interdisciplinary implementation in university curricula and limited attention to how DML supports critical thinking and student engagement. This paper aims to explore how digital and media literacy can be strategically implemented in higher education to foster students’ critical thinking and meaningful academic engagement.
This study adopts a qualitative, content-based approach by analyzing current frameworks and synthesizing insights from scholarly literature on digital pedagogy. Findings suggest that embedding DML across disciplines using instructional design models like TPACK and ADDIE, employing collaborative tools such as Padlet and Canva, and promoting ethical media analysis can enhance critical thinking. Key barriers include inequitable access and insufficient educator training. Effective DML integration can transform higher education by preparing students for academic, professional, and civic life in the digital age.

Exploring Teachers’ Pedagogical Practices of Flipped Learning in Indonesian EFL Reading Instruction

Retno Rahayuningsih — 2025-10-16

This study explores the pedagogical practice of EFL Indonesia lecturers in applying Flipped Learning (FL) to reading teaching. Through a qualitative approach with a descriptive design, data were collected from Likert scale questionnaires (N=30) and structured interviews (N=5) with lecturers from various universities. The findings revealed that although lecturers showed high conceptual readiness in designing FL-based lesson plans score 4.40 (88%), the practice of designing pre-class materials varied widely, ranging from the use of multimodal (66%), the inclusion of question guides (21%), to the reliance on simple videos (7%) or textbooks (6%) due to time and infrastructure constraints. In the implementation phase, class activities were dominated by collaborative interaction with a score of 4.71 (94.29%). However, the transition of the role of lecturers from material presenters to facilitators was still a big challenge, with a score of 2.71 (54.29%). Practical reflection was also not systematic, although lecturers evaluated and improved the strategy with a score of 4.00 (80%). The study concludes that the success of FL depends not only on technical readiness but also on ongoing pedagogical support through interactive material design training, facilitator role mentoring, and institutional policies that provide resources and low-tech solutions. This research contributes to the literature by highlighting the teacher's perspective and the contextualization of FL in Indonesian settings.

Feedback Strategies for Essays with Islamic Content: A Qualitative Study of Faculty at Islamic Higher Education

Sari Dewi Noviyanti — 2025-10-16

This qualitative study provides insight into the methods of providing feedback employed by ten faculty members from three higher education institutions in Indonesia when evaluating student papers containing Islamic content. This research provides insight into a significant gap in understanding how to provide feedback when the professor has no formal background in Islamic educational tradition. The study uses interpretive phenomenological analysis to analyze semi-structured interviews with the participants. Once their interviews were transcribed, the interviews were analyzed using thematic analysis. The analysis highlighted three fundamental dimensions to teacher experiences: (1) professional challenges when engaged with Islamic content including, difficulty in recognizing Islamic content and feeling less than authoritative, (2) teacher adaptive coping strategies including collaborating with consultation networks and resource utilization including digital tools for reference and academic resources support in providing feedback. The participants demonstrated impressive adaptability for developing innovative pedagogical approaches while initially struggling with ambiguity and challenges to their professional identity. This study adds to the growing literature on culturally responsive pedagogy and religious literacy in higher education contexts, and has provided practical recommendations for professional faculty development and institutional support systems. This study has provided insight-based recommendations for improving the quality of education within religiously diverse educational contexts.

The Effect of Microsystem Environment Toward the Students’ English Achievement in Pesantren-Based Junior High School

Silfa Dzukhriyah — 2025-10-16

This study aims to examine the effect of the microsystem environment on students’ English achievement in a pesantren-based junior high school setting. The microsystem, as part of Bronfenbrenner’s ecological theory, includes the students’ immediate environments such as family, peers, teachers, and school infrastructure, which are considered crucial in shaping their academic performance. Using a quantitative correlational design, data were collected from 151 junior high school students in two pesantren-based schools through a validated questionnaire and their English exam scores. The analysis was conducted using simple linear regression. The findings reveal that the microsystem environment has a significant and positive effect on students’ English achievement (R² = 0.152, p < 0.01), this indicates that 15.2% of the variation in students’ English achievement is explained by their microsystem environment. The regression coefficient indicates that a more supportive and engaging microsystem is associated with higher English proficiency among students. These findings suggest the need for pesantren-based schools to enhance supportive and engaging environments to optimize students' academic success, particularly in English language learning.

EXPLORING EFL TEACHERS' EXPERIENCES USING MEMORIZATION METHOD TO ENHANCE STUDENT'S ENGLISH VOCABULARY MASTERY

Siti Azizah Puteri — 2025-10-16

This study looks at the firsthand experience of an English teacher at MAN Barito Selatan in Central Kalimantan who used a memorization method to help students learn more vocabulary. In this narrative inquiry research, I look at how she uses this method every day, including the problems she runs into, how she changes her strategy, and the effects she sees. Over a month, in-depth interviews and the teacher's reflective diary were used to gather data. The most important findings from the research show that the English teacher uses creative ways to make memorization activities less boring. At first, the students were hesitant, but they slowly gained confidence as they got positive feedback. The most significant problems were that the students in the class had different levels of skill and that there was insufficient time and teaching resources. The English teacher made it very clear that memorization is not the primary goal, but rather a way to help students practice speaking. This study shows how important it is for teachers to be "adapters" who can connect memorization method to real-life situations in the classroom. This English teacher's story can inspire other teachers in remote schools like this one to come up with ways to help students learn vocabulary that is both useful and kind.

The in-service teachers’ reflection on the implementation of problem-based learning in the teacher professional education program at Universitas Pancasakti Tegal

Sumartono Sumartono — 2025-10-16

This study explores the reflections of in-service teachers on the implementation of Problem-Based Learning (PBL) in the Teacher Professional Education Program (TPEP). With the increasing demand for 21st-century teaching skills, PBL has emerged as an effective instructional method to foster critical thinking, problem-solving, and student engagement. Using a qualitative approach, this research collected data from three in-service teachers through semi-structured interviews, classroom observations, and reflective journals. The findings highlight the benefits of PBL, including enhanced student motivation, collaboration, and a deeper understanding of learning materials. However, challenges such as time constraints, technical difficulties, and student adaptation to PBL were also identified. Teachers implemented solutions such as structured time management, technology integration, and active monitoring of student participation. Follow-up plans emphasize continuous reflection, evaluation, and adaptation to optimize the effectiveness of PBL in the classroom. The study underscores the importance of professional development in equipping teachers with the necessary skills to implement innovative teaching approaches. By addressing the challenges of PBL through strategic planning and ongoing support, teachers can enhance student learning outcomes and improve the overall teaching process.

Analyzing Speech Acts and Context: Rhetorical Strategies of Trump vs. Biden in 2024

Sunara Sunara — 2025-10-16

This study examines the role of speech acts, contextual influences, and rhetorical strategies in the 2024 presidential debate between Donald Trump and Joe Biden. It identifies a gap in understanding how these elements interact to affect public perception and decision-making during real-time debates. The study aims to analyze how these linguistic features influence public perceptions and the effectiveness of political communication. The study employs qualitative and analytical methods to examine the 2024 presidential debate discourse. It analyzes speech acts (assertives, directives, expressives, and commissives) and rhetorical strategies (ethos, pathos, logos), while considering contextual elements that shape communication. The analysis indicates that 45% of coded utterances are assertive acts (statements and claims), 30% are directive acts (orders or requests), 15% are commissive acts (promises), and 10% are expressive acts (emotions). Trump and Biden use assertive acts to fortify their stances against opponents. Trump often employs aggressive directives, while Biden leans on assertive statements to communicate his vision clearly. Both candidates utilize rhetorical devices to enhance their messages. Effective speech acts and rhetoric shape voter perceptions and influence electoral outcomes. Contextual factors play a significant role in the discourse, with 40% tied to linguistic context, 35% to cultural context, and 25% to situational context. Notably, about 40% of dialogues involve language choices, phrases, and rhetorical devices, underscoring the prominence of linguistic context. Context significantly influences political discourse, and effective communication strategies are essential for influencing voter attitudes in the 2024 presidential debate.

From Monocentric to Pluricentric Approach in Speaking Class: Exploring Accent Acceptance among Indonesian Pre-service English Teachers

Sutarno Sutarno — 2025-10-16

Previous research has examined EFL learners' perceptions of diverse accents. However, research focusing on the perspectives of Indonesian English teacher candidates is still rare, particularly in the context of speaking classrooms, where identities associated with accents are most prominent.This qualitative case study investigates the impact of a pluricentric teaching approach on the attitudes and speaking confidence of Indonesian pre-service English teachers. Within Indonesia's vast ELT context, where monocentric, native-speaker ideologies often prevail, pre-service teachers frequently experience significant anxiety and linguistic insecurity regarding their own accents and comprehension of diverse English varieties. This study explores how implementing a pluricentric framework which validates diverse English accents and prioritizes intelligibility over native-like pronunciation in an academic speaking course influences these perceptions. Data was collected through semi-structured interviews with five purposively selected pre-service teachers. Thematic analysis revealed three pivotal findings. First, the pluricentric method catalyzed a profound shift in attitudes, moving participants from frustration and anxiety towards an appreciation and normalization of accent diversity. Second, a strong, symbiotic relationship was identified between increased accent acceptance and growth in speaking confidence, facilitated by the mitigation of "accent anxiety" and the reframing of communication as a collaborative effort. Third, participants' experiences fundamentally reshaped their perception of "accuracy," redefining it from phonological perfection to mutual intelligibility, which solidified their identity as legitimate global English users. The study concludes that pluricentric pedagogy is crucial for preparing Indonesian English teachers for the realities of global communication. It recommends the integration of World Englishes and ELF principles into teacher education curricula, a reform of assessment practices to prioritize intelligibility, and the fostering of critical self-reflection among pre-service teachers to break the cycle of native-speaker ideology and build sustainable, authentic confidence.

Learners’ views on the use of Case-Based Learning and ICT in business English speaking

Tiara Nove Ria — 2025-10-16

This study aims to explore students' perceptions of the integration of Case-Based Learning (CBL) and information and communication technology (ICT) in teaching speaking skills in the English for Business course. Using a qualitative approach, the study was conducted at STIE Semarang involving 25 undergraduate students taking the course. Data were collected through semi-structured interviews and reflective journals to understand how students experience, interpret and evaluate the use of real business cases supported by digital technology in their speaking activities. The results showed that the majority of students perceived the ICT-based CBL approach as an interesting, contextualized method that helped improve their confidence and communicative skills. In addition, the use of ICT was considered to facilitate collaboration, provide authentic materials, and enable more flexible learning. However, challenges were also found, such as limited digital literacy and unequal participation in group work. The study concludes that the integration of CBL and ICT can create a dynamic and contextualized ESP learning environment that supports language development and critical thinking skills.

Teachers’ Perspectives on Using Interactive Digital Storytelling for EFL Instruction in Rural Indonesia

Tri Pujiani — 2025-10-16

Although digital storytelling is greatly promoted for language acquisition, little is known about teachers' perceptions towards its practical application, especially in rural EFL settings. This qualitative study examines how EFL teachers teaching in rural kindergarten of Banyumas Regency perceive the use of interactive digital storytelling to assist young learners' acquisition of language. Through semi-structured interviews, this research identifies perceived benefits in the form of enhanced interaction, recall of vocabulary, and contextual knowledge, and salient obstacles in the form of limited infrastructure, digital competence, and insufficiencies in mapping content to national curriculum levels. The study underscores teacher professional development and localized content alignment needs. This study contributes to the discourse on equitable language learning resources and supports SDG Goal 4 through proposing education innovation that is attentive to education disparities.

Quo Vadis English Language Learning System in Pesantren?

Umar Umar — 2025-10-16

The integration of English language education into pesantren presents a growing pedagogical challenge in Indonesia, where traditional religious instruction often dominates curriculum design and classroom culture. Despite increasing awareness of English as a global communication tool, its implementation in pesantren remains fragmented and culturally misaligned. This study addresses a critical gap in understanding how pesantren leadership, educational substance, and institutional culture influence English instruction. Focusing on Darussalam Buntet pesantren—a semi-modern pesantren that integrates kitab kuning with formal education—this research uses a qualitative descriptive method grounded in Lawrence Friedman’s legal system theory, encompassing structure, substance, and culture. Data were gathered through interviews and observations. Findings reveal that the structure of pesantren is fully governed by the kiai, who morally supports English instruction but has not issued binding policies to institutionalize it. Substantively, the pesantren shows openness to modern knowledge, yet English remains peripheral in its vision and curriculum. Culturally, the use of English in students' daily interactions is minimal, limited primarily to extracurricular programs such as English Day and English Club. In response, this study proposes a hybrid pedagogical model that combines Communicative Language Teaching (CLT) with Content-Based Instruction (CBI), incorporating Islamic themes—such as thaharah and prayer—to make English both linguistically effective and religiously relevant. This approach aligns with pesantren values and students’ cognitive frameworks, thereby enhancing motivation and legitimacy. The study recommends integrated curriculum reform, strengthened teacher capacity, and leader-driven policies that respect pesantren traditions while preparing students for global engagement through English proficiency.

The Relationship Between Locus of Control and Students Performance: Systematic Literature Review (SLR)

Wahyu Trimastuti — 2025-10-16

The teacher plays an important role in the world of education; it is preparing students to become individual who have skills in cognitive engagement and academic performance to face life's challenges in the future. For anticipating that issue in the globalization era, students should be prepared with the competence related to their department which is supported by their competence. In carrying out their duties as teachers, it is appropriate for teachers to understand student needs to increase their capability. The term locus of control refers to how individuals tend to explain their successes and failures. Providing appropriate treatment in teaching is expected to be able to support the performance of students in their success. This research was conducted to examine the effect of locus of control on students’ performance particularly in English Language Teaching (ELT) which was carried out using the SLR (Systematic Literature Review) method, namely by identifying, reviewing, evaluating, and interpreting all previous studies that were closely related to teacher compensation and performance. Using the PRISMA protocol, this study conducted three stages of rigorous and systematic searching: identification, screening, and eligibility. As a result of the search, this study identified 6 relevant articles from Scopus, Web of Science, and ScienceDirect as the leading databases and Google Scholar and Dimension. ai as supporting databases. This study provides an insight for integrating psychological concept in ELT. The review concluded that locus of control has impact for students’ performance in ELT. Students who have internal locus of control more responsible in their performance to get good performance than students who have external locus of control.

Turn-Taking Patterns in Online English Lessons for Young Learners: An IRF-Based Discourse Analysis

Yolinda Pramudanti — 2025-10-16

This study investigates the application of the Initiation–Response–Feedback (IRF) model and turn-taking strategies in synchronous online English classes for young learners at an English course in Indonesia. Although widely used to analyze classroom discourse, IRF’s role in online teaching, especially for young learners, remains underexplored. This study addresses that gap through a descriptive qualitative design and discourse analysis of a 50-minute Zoom session with one teacher and ten fifth-grade students. Data were transcribed and analyzed using the IRF framework to identify dominant interaction patterns and teacher strategies. Findings revealed that while IRF remained central, many exchanges occurred in fragmented forms (e.g., Initiation–Response or Initiation–Feedback), mainly due to technical issues, time limits, and lack of non-verbal cues. Response (R) moves were most frequent (44%, 74 occurrences), indicating dominant student participation. Initiation (I) accounted for 25% (43 occurrences), reflecting the teacher’s prompting role. Feedback (F) was 15% (25 occurrences), suggesting occasional teacher follow-up. Interestingly, Initiation + Feedback (I + F) comprised 16% (27 occurrences), possibly due to time or technical constraints where teacher initiation and feedback merged. Teachers managed turn-taking using name-calling, verbal cues, chat functions, and fair distribution of speaking turns. These helped sustain interaction and engagement despite platform limitations. The study underscores the need to adapt traditional interaction models for online learning and calls for more context-sensitive strategies in virtual EFL classrooms for young learners.

Innovative Pathways in English Curriculum Development

Yuti Yuniarti — 2025-10-16

The development of English language curricula is crucial for enhancing language proficiency and communication skills in an increasingly globalized world. However, despite advancements in educational theories, there remains a significant gap between the expected and actual practices in English language classrooms, particularly in the integration of innovative teaching methods. This study investigates innovative pathways in English curriculum development, focusing on bridging this gap by evaluating the effectiveness of contemporary approaches such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and the integration of digital tools. A mixed-methods approach was employed, involving questionnaires, surveys, and interviews with English teachers and students, alongside a review of curriculum documents. The findings revealed that while CLT and TBLT were perceived positively and had a significant impact on student engagement and speaking skills, methods like blended learning and flipped classrooms faced barriers such as a lack of resources and teacher readiness. The study concludes that integrating innovative methodologies into English curricula can enhance learning outcomes but requires systemic changes, including curriculum flexibility, teacher training, and better resource allocation. The implications suggest that educational institutions should prioritize professional development and infrastructure to support the effective integration of these innovative approaches into English language teaching.

EXPLORING ISLAMIC UNIVERSITY STUDENTS’ ACCEPTANCE OF AI INTEGRATION IN ENGLISH SPEAKING PRACTICE: A TAM-BASED STUDY

Zakky Yavani — 2025-10-16

The integration of artificial intelligence (AI) into language education has created new opportunities for English as a Foreign Language (EFL) learners, especially in speaking practice, where traditional classrooms often provide limited opportunities, delayed feedback, and high-anxiety conditions. Yet, few studies have examined AI acceptance within Muslim-majority higher education contexts where cultural and institutional factors may influence adoption. Guided by the Technology Acceptance Model (TAM), this study investigated English Language Teaching (ELT) students’ perceptions of usefulness (PU), ease of use (PEOU), attitude (ATT), and intention to use (ITU) AI tools for speaking practice at an Islamic university in Indonesia. A quantitative descriptive survey design was employed with 110 third-semester students, using a TAM-based questionnaire, analyzed through descriptive statistics . Findings indicated consistently high PU, particularly in enhancing confidence, fluency, vocabulary, and grammar, as well as high PEOU, reflecting the intuitive nature of AI tools. Attitudes were uniformly favorable, while ITU, though high, was slightly lower and more varied, suggesting that external factors such as affordability, infrastructure, and cultural concerns may limit adoption. The study affirms TAM’s explanatory power while underscoring its limits in fully capturing contextual influences. Its novelty lies in applying TAM within an Islamic higher education setting, contributing theoretical, pedagogical, and policy insights. Limitations include the single-site scope, reliance on self-reported data, and cross-sectional design, indicating the need for multi-institutional, longitudinal, and extended-TAM research.

Ritual Language as Social Action: A Case Study of Nika Ro Neku in The Digital Space

Asyrafunnisa Asyrafunnisa — 2025-10-06