Proceedings of the International Conference on Education of Suryakancana
This conference is organized as media for teachers, researchers, practitioners, students, or even policy makers to share insights on the issue at hand and draw conclusions for future practice and studies in the field of education. As, it is largely understood that over the past several decades, technology has become a fixture in many homes around the world. Its influence has permeated into all facets of life, including education. The impact of technology in the era has brought us to the new society called society 5.0 and the changing in education cannot be avoided any longer. Therefore, the theme of this year conference is Embracing the Future Education in New Society It is expected that this conference would contribute to the education sustainability in the upcoming new society. At the same time, it is our hope that the conference will enable the conference to be recognized widely. This conference provides a platform for us to disseminate and discuss our research finding. It is our expectation that the conversation from this conference will inform policy and practices in education field. This event will open up future research on education and the integration of technology in teaching, and at the same time allowing all participants expanding their network. Hopefully, all the participants will be engaged in fruitful and meaningful discussion.
EXPLORING STUDENTS AND TEACHERS’ PERSPECTIVES ON INTEGRATING VOICETHREAD IN ENGLISH SPEAKING CLASS
This qualitative study investigates the implementation of VoiceThread as a technological tool to enhance the speaking skills of senior high school students. Grounded in a multifaceted theoretical framework encompassing Communicative Language Teaching (CLT), the Cognitive Theory of Multimedia Learning (CTML), and Self-Determination Theory (SDT), the research explores the integration of this tool within the TPACK (Technological Pedagogical Content Knowledge) framework. Conducted at SMAN 1 Sukaresmi with students and a teacher, the study addresses two central questions: first, what kinds of VoiceThread features help students enhance their speaking skills, and second, what the perceived benefits and challenges are for students when using VoiceThread for speaking tasks. Data were collected through classroom observations and student questionnaires. The findings provide a rich, descriptive account of how the platform's multimedia capabilities—particularly asynchronous voice commenting and the re-record function—can foster a more communicative, cognitively engaging, and motivationally supportive learning environment by promoting autonomy and reducing anxiety. Furthermore, the study highlights the teacher's crucial role in scaffolding this technology use. This research contributes valuable dual-perspective insights for educators and institutions seeking to effectively leverage digital tools to address the challenges of teaching speaking skills in EFL classrooms.
Copyright (c) 2026 Proceedings of the International Conference on Education of Suryakancana
IMPLEMENTATION OF THE PROBLEM BASED LEARNING MODEL TO IMPROVE THE ABILITY TO ANALYZE DESCRIPTIVE TEXTS OF CLASS VII STUDENTS OF SMPN 2 GEGER BITUNG
This study aims to improve the descriptive text analysis skills of seventh-grade students at SMPN 2 Geger Bitung through the implementation of the problem-based learning model. The background of this study is the low ability of students to understand the structure, linguistic elements, and content of descriptive texts critically and systematically. This study used a quantitative approach with a quasi-experimental method. The research subjects consisted of seventh-grade students at SMPN 2 Geger Bitung, divided into an experimental class and a control class. Data collection techniques included a descriptive text analysis ability test, observation, and questionnaires. Data were analyzed using statistical tests to determine differences in analytical skills between the two classes. The results showed that the application of the problem-based learning model was effective in improving the descriptive text analysis skills of seventh-grade students at SMPN 2 Geger Bitung. Thus, the PBL model can be used as an alternative, innovative learning model in Indonesian language learning, especially for descriptive text material
LEARNING OR COPYING? A PHENOMENOLOGICAL STUDY OF STUDENTS’ RELIANCE ON CHATGPT IN WRITING TASKS
In recent years, the use of Artificial Intelligence (AI) has rapidly increased in education, particularly in writing activities. Many students rely on ChatGPT to complete their writing tasks, which raises questions about whether the tool genuinely supports learning or instead fosters dependency. This research aims to explore students’ experiences in using ChatGPT for writing and to examine whether it enhances their understanding or reduces their ability to think critically and write independently. This study adopts a qualitative phenomenological approach involving students from the English Department at Suryakancana University. The data are collected through interviews and document analysis, focusing on students’ narratives and written works related to the use of ChatGPT in academic writing tasks. The interview data provide insights into students’ perceptions, strategies, and challenges when using ChatGPT, while document analysis examines how the tool is reflected in their written assignments. The collected data are analyzed thematically to identify recurring patterns and meanings in students’ experiences. The findings are expected to provide a deeper understanding of how ChatGPT influences students’ writing processes, learning autonomy, and critical thinking skills. This study is also expected to contribute to discussions on the responsible and ethical use of AI tools in higher education, particularly in maintaining a balance between receiving technological support and developing independent writing competence.
STUDENT RESPONSES IN UTILIZING SOCIAL MEDIA FOR INDEPENDENT LEARNING: INSIGHTS FROM PHYSICAL EDUCATION STUDY PROGRAM STUDENTS
Digital technology is now the main supporter of modern learning, with the internet and various digital media as popular learning resources that have great potential in increasing the effectiveness of the learning process. This study aims to understand students' responses in using digital media as a learning resource and to examine its impact on improving their critical thinking skills towards social media. This study uses a quantitative descriptive method with a survey approach and data analysis to describe the phenomena studied systematically. Data were collected using a questionnaire, then analyzed using descriptive statistical methods to describe the results systematically and structured. The results of the study show that social media is used by students as a source to find references related to lecture materials and references to work on assignments independently. Students said that social media as a source of independent learning has negative impacts, such as facilitating copy paste or plagiarism and causing laziness in thinking, which has the potential to weaken critical thinking skills. However, social media can also encourage critical skills by forcing students to choose accurate and reliable information.
INTEGRATING CHARACTER EDUCATION VALUES AND THE SDGs IN THE GORONTALONESE HIKAYAT MEERAJI
This study examines the integration of character education values in the Gorontalonese Hikayat Meeraji by Shaykh Ali bin Abubakar al-Hasani and analyzes their alignment with the principles of the Sustainable Development Goals (SDGs). While the Meeraji tradition and the Isra’ Mi‘raj narrative have been widely discussed in Islamic and local cultural studies, previous research has largely addressed ritual, theological, or ethnographic dimensions in isolation, leaving the pedagogical function of the hikayat underexplored. Employing a qualitative descriptive–analytical design with a textual approach, the study analyzes the Hikayat Meeraji through close reading and thematic coding to identify character values and map them conceptually onto relevant SDG clusters. The findings reveal three main patterns: (1) the emphasis on spiritual discipline and ritual practice as foundations of character formation; (2) strong moral critique of injustice, abuse of power, and the oppression of vulnerable groups, reflecting social justice ethics; and (3) the affirmation of peace, tolerance, solidarity, and ethical relations in social life. These results indicate that the Hikayat Meeraji functions not merely as a ritual text, but as a culturally grounded resource for character education aligned with sustainability-oriented learning.
INTEGRATING THE VALUES OF THE ORAL TRADITION DONGDONAN SALAPAN WALI PUHUNAS AN ETHNOPEDAGOGICAL MODEL FOR INDONESIAN LANGUAGE AND LITERATURE LEARNING IN GRADE VI OF SDN MANDALAJAYA, BALEGEDE VILLAGE, NARINGGUL SUBDISTRICT, CIANJUR REGENCY
This study develops an ethnopedagogical learning model for Indonesian Language and Literature by utilizing the cultural values embedded in the oral tradition Dongdonan Salapan Wali Puhun as a primary learning resource. The main objective is to produce a valid, practical, and effective learning model to enhance cultural literacy, text comprehension skills, and character formation among Grade VI students at SDN Mandalajaya, Balegede Village, Naringgul Subdistrict, Cianjur Regency. The research employs a Research and Development (R&D) approach based on the Borg & Gall model, streamlined into seven stages: needs analysis, cultural value exploration of Dongdonan, model design, expert validation, limited trial implementation, model revision, and wider field testing. The needs analysis revealed a low utilization of local cultural resources in Indonesian language instruction, despite the students’ social environment remaining closely connected to the cultural practices of Miduana Indigenous Village. The cultural value study identified that Dongdonan Salapan Wali Puhun contains nine symbolic entities that embody values such as leadership, purity, wisdom, courage, fertility, and ecological ethics—attributes aligned with the Profile of Pancasila Students. Expert validation indicated high feasibility in terms of content, construct, language, and pedagogical aspects. Both limited and extensive trials demonstrated improvements in students’ text comprehension, creativity, cooperation, and motivation to learn Indonesian. The study concludes that integrating Dongdonan Salapan Wali Puhun into an ethnopedagogical learning model is effective in strengthening students’ cultural literacy and character development. The developed model is applicable in rural elementary schools with similar cultural contexts and is recommended as an educational innovation supporting the implementation of the Merdeka Curriculum
A SOCIOLINGUISTIC STUDY OF SURYAKANCANA UNIVERSITY STUDENTS (A DESCRIPTIVE STUDY OF IDIOLECT AND DIALECT LANGUAGE VARIATION FROM THE PERSPECTIVE OF THEIR SPEAKERS)
This study aims to describe the idiolect and dialect language variations used by Suryakancana University students from the perspective of their speakers in sociolinguistic studies. Language variations arise as a result of differences in the social, cultural, and geographical backgrounds of the speakers. The research method used is a qualitative descriptive method. The subjects of this study were Suryakancana University students who came from various regions and social backgrounds. The research data consisted of students' oral speech obtained through observation, recording, and interview techniques. The data were analyzed by identifying linguistic characteristics that reflect the speakers' idiolects and dialects. The results of the study indicate that there are idiolect variations evident in the choice of vocabulary, speaking style, and intonation of each student, as well as dialect variations influenced by the speakers' regions of origin. These language variations do not hinder the communication process between students, but rather enrich social interactions in the campus environment. This research is expected to contribute to the development of sociolinguistic studies, particularly related to the understanding of language variations in the university environment.
CHANGES TO THE FILM IVANNA BY KIMO SITAMBOEL: A STUDY ECRANIZATION
The transfer of vehicles from one medium to another is a phenomenon that commonly occurs in contemporary contexts. The phenomenon of transferring the vehicle from text to film is called ecranization. This study analyzes the process of ecranization and focuses on change in the film Ivanna by Kimo Sitamboel, which adapted the novel Ivanna Van Dijk by Risa Saraswati. This study uses a descriptive qualitative method with data in the form of novels and films, which will be seen as the process of change that occurs in the film Ivanna, which was adapted from the novel Ivanna Van Dijk. This research obtained results in the form of changes in characters and characterizations, time settings, points of view, and themes. These changes make Ivanna's film able to realize things that cannot be conveyed in the novel, which can be seen from the changes in the characters who present visuals that are different from those conveyed in the novel, in addition to changes in the setting when the past can be visualized so as to create an atmosphere in the past. After that, there was a change in point of view that placed the writer as the audience, and finally, a change in theme that made the atmosphere more scary and tense. These changes make Ivanna's film a film that depicts a different story, as if to embody Ivanna's story after the tragedy that befell her.
INTEGRATING 'NGAOS, MAMAOS, MAENPO' PHILOSOPHY IN EXPOSITION TEXT LEARNING
Indonesian language learning within the Merdeka Curriculum requires students to possess critical reasoning skills, particularly in constructing argument-based texts. However, pedagogical reality often reveals a disparity between curriculum expectations and students' actual competence, primarily due to high cognitive load and cultural alienation. This study aims to explore the effectiveness of revitalizing Cianjur's local wisdom philosophy—Ngaos, Mamaos, Maenpo—as a cognitive stimulus in learning to write exposition texts. Employing a descriptive qualitative method with a case study design at MTs Al-Riyadl Cipanas, this research involved 26 Grade VIII students selected through purposive sampling. Data were collected via diagnostic surveys, pre-and post-intervention writing tasks, and observations. The findings revealed a striking "cultural paradox" where, despite 77% visual familiarity, 88% of students suffered from an "epistemic void" regarding the philosophy's meaning. However, after the didactic integration of local wisdom, specifically reinterpreting Maenpo as self-control, a significant surge occurred in argumentation quality. The average score for content competence increased significantly from 68 (Sufficient) to 85 (High), accompanied by increased writing productivity. These results indicate that local wisdom functions as effective "epistemic scaffolding," allowing students to transform implicit cultural knowledge into explicit academic arguments. This study concludes that integrating local culture is a strategic approach to realizing the Profil Pelajar Pancasila, fostering both global literacy and local moral character.
#MARRIAGEISSCARY: EMPOWERING STUDENTS THROUGH MULTIDISCIPLINARY LITERACY AND RELIGIOUS EDUCATION
The rapid proliferation of the #MarriageIsScary trend on social media has constructed a new, daunting narrative regarding marital life, leading to increased premarital anxiety among Gen Z students. This research explores how university students perceive the discourse of marriage amidst the influx of digital information and how Islamic Religious Education (IRE) addresses this phenomenon. Using a qualitative phenomenological approach, in-depth interviews were conducted with ten students from diverse majors at a prominent state university in Indonesia. The findings reveal a spectrum of responses: while some students utilize the trend as a reflective tool for self-improvement, others exhibit significant avoidance behaviours, including delaying marriage or choosing a childfree lifestyle. Critically, the study finds a significant gap in classroom delivery; most students reported that the IRE curriculum as taught to them often struggled to address contemporary marital crises due to various pedagogical and administrative constraints. This paper argues for a multidisciplinary shift in IRE, integrating critical media literacy to empower students in deconstructing digital discourses and fostering mental readiness for family life. By collaborating with marriage counsellors and adopting a critical pedagogical approach, IRE can better equip students to navigate multicultural digital narratives in the modern era
BUSINESS ACTOR'S RESPONSIBILITY TOWARDS CONSUMERS REGARDING THE PURCHASE OF EXPIRED FOOD ON MARKETPLACES
Transactions on marketplaces provide speed, convenience, and practicality for consumers, which adds value for them. However, if electronic convenience is not used wisely, it can be misused by irresponsible parties, thereby harming consumers. This research aims to determine the responsibility of business actors towards consumers regarding the purchase of expired food on marketplaces. This research uses a normative juridical approach. The research results show that business actors are responsible for providing compensation, which can be in the form of refunds or replacement of goods/services of equal or equivalent value in accordance with applicable statutory regulations.
LEARNING READING SKILLS IN GRADE IV SDN SINDANGRAJA 1
Reading skills are one of the important aspects in supporting the learning success of elementary school students, especially in the ability to understand the content of reading texts. This study aims to describe the implementation of reading skill learning, identify obstacles in the learning process, and examine teachers' efforts in improving the reading skills of grade IV students of SDN Sindangraja 1. This study uses a qualitative approach with a descriptive method. The research subjects consisted of teachers and students of grade IV. Data collection was carried out through observation, interview, and documentation techniques. The results of the study showed that the learning of reading skills had been carried out in accordance with the learning flow, but the implementation still focused on reading text and answering questions. Students' reading ability shows that some students have reading fluency, but the ability to understand reading, identify main ideas, and conclude the content of the text is still relatively low. Based on the results of observations and interviews, obstacles in reading learning include limited vocabulary mastery, low interest in reading, differences in reading ability between students, and limited learning time. Teachers' efforts to improve students' reading skills are carried out through direct guidance, providing reading examples, and the implementation of simple discussions. However, these efforts still need to be developed through the implementation of a more structured reading learning strategy and the habituation of literacy activities on an ongoing basis. This research is expected to contribute to efforts to improve the quality of reading skill learning in elementary schools.
COMMUNICATION OF THE PROPHET MUHAMMAD IN CHILDREN'S EDUCATION
This article examines the communication of the Prophet Muhammad in child education by positioning it as an educative communication practice that encompasses pedagogical, ethical, and social dimensions. The focus of the study is directed toward how educational messages are conveyed, the forms of communicative interaction that are established, and the relational context between educator and child as exemplified in the Prophet Muhammad’s model. This study is grounded in the assumption that communication plays a strategic role in the success of child education, not merely as a means of information transmission, but also as a medium for character formation and value internalization. This research employs a qualitative approach based on library research by examining relevant sources, particularly the prophetic traditions (hadith). The analysis is conducted through a textual reading of sources that represent the communicative practices of the Prophet Muhammad with children and related contexts. Through this approach, the study seeks to formulate a conceptual framework of prophetic educative communication in child education. This study is expected to contribute theoretically to the development of communication studies and Islamic education, as well as to open academic discussion on the relevance of the Prophet Muhammad’s communicative model in addressing the challenges of child education within contemporary communication contexts.
UNVEILING GEN Z STUDENT’ CONFIDENCE BUILDING IN SPEAKING ENGLISH
Speaking is a crucial skill in English language learning, particularly in EFL contexts where learners are required to communicate ideas effectively in academic settings. However, many EFL learners experience difficulties in speaking due to psychological factors such as low confidence, anxiety, and fear of making mistakes. This challenge is also faced by Generation Z students who, despite being familiar with digital communication, often struggle to express themselves orally in formal learning environments. Therefore, this study explores how Gen Z students build their confidence in speaking English and examines the role of teacher feedback in supporting students’ speaking confidence in an EFL context. This study employed a qualitative research design involving six third-semester students from the English Education Study Program at Universitas Suryakancana Cianjur. Data were collected through semi-structured interviews and classroom observations and analyzed thematically to identify patterns related to confidence development. The findings reveal that students develop speaking confidence through continuous exposure to English, self-preparation, emotional regulation, peer interaction, and the use of digital media. In addition, teacher feedback plays a significant role in enhancing students’ confidence, particularly when delivered in a supportive, constructive, and non-judgmental manner. Such feedback helps students reduce anxiety, reflect on their speaking performance, and increase motivation to participate in speaking activities. Overall, the study highlights the importance of supportive learning environments and effective teacher feedback in fostering students’ speaking confidence in EFL classrooms.
IMPLIFYING VOCABULARY TEACHING THROUGH DUOLINGO IN SENIOR HIGH SCHOOL
This study examines the use of Duolingo as a Mobile-Assisted Language Learning (MALL) tool for teaching vocabulary at a senior high school. Using a qualitative approach through classroom observations and semi-structured interviews, the study involved 35 twelfth-grade students in Cianjur, West Java. The findings show that Duolingo was used as a supporting medium integrated into classroom activities. It increased students’ motivation, engagement, and vocabulary practice through interactive and gamified features. However, challenges included limited understanding of English instructions, internet connectivity issues, and the need for teacher guidance. Overall, Duolingo can effectively support vocabulary learning when used with proper instructional assistance.
THE USE OF WAYGROUND AS AN INTERACTIVE MEDIA IN TEACHING READING SKILLS AT SENIOR HIGH SCHOOL
This study investigates the use of Wayground as an interactive media in teaching reading skills to tenth-grade students at MA Nurul Bayan. Employing a qualitative descriptive research design, the study aims to describe the implementation of Wayground in reading instruction, explore students’ responses toward its use, and examine how the platform supports the development of students’ reading skills. Data were collected through classroom observations, student interviews, and documentation of Wayground learning results. The findings reveal that Wayground was implemented through structured and interactive activities, including videos, quizzes, and step-based reading tasks. These features encouraged active student participation and provided immediate feedback, which helped students better understand the reading materials. Students demonstrated positive responses, such as increased motivation, focus, and engagement during the learning process. Although students showed varied levels of reading comprehension, Wayground facilitated meaningful learning experiences by supporting students in identifying main ideas, understanding vocabulary, and comprehending texts. Overall, the study concludes that Wayground serves as an effective interactive media that enhances student engagement and supports the development of reading skills in the senior high school context.
IMPLEMENTING JUMBLED STORY TO ENHANCE BOOKISH PLAY IN TEACHING READING TO YOUNG LEARNERS
This study aimed to investigate the implementation of jumbled story as a form of bookish play in teaching reading to young learners and to explore its advantages for students’ reading skills. The study employed a qualitative research approach involving 42 fourth-grade elementary school students in Cianjur, West Java, Indonesia. Data were collected through classroom observation and semi-structured interviews. The findings revealed that the use of jumbled story activities encouraged active student engagement, collaboration, and meaningful interaction with texts. Students demonstrated positive reading-related behaviors, such as rereading, sequencing events, predicting story development, and discussing ideas with peers. Interview results indicated that students responded positively to the activity, reporting increased motivation, enjoyment, and improved understanding of story structure and vocabulary. The discussion of the findings suggests that jumbled story supports constructivist learning, schema activation, and play-based learning principles, which contribute to effective reading instruction for young learners. Therefore, jumbled story can be considered an effective and engaging instructional technique for enhancing bookish play in teaching reading in EFL classrooms.
TEACHING MULTIMODAL LITERACY TO YOUNG LEARNERS USING DIGITAL DECODABLE BOOKS ON PADLET
Reading is a fundamental skill that must be mastered by young learners in learning English as a foreign language. However, many elementary school students still experience difficulties in reading comprehension when learning materials are presented in conventional and less engaging ways. This study aims to examine the implementation of multimodal literacy instruction through digital decodable books using Padlet and to identify the challenges and opportunities experienced during the learning process. This research employed a qualitative descriptive approach with a case study design. Data were collected through classroom observation, interviews, documentation, and students’ learning activities. The study involved third-grade students at SDN Pasarsuuk Cianjur. The findings indicate that the integration of digital decodable books on Padlet enhances students’ reading engagement, motivation, vocabulary development, and multimodal comprehension. According to Serafini and Gee (2021), multimodal texts support learners in constructing meaning through the integration of visual, auditory, and linguistic modes, which was evident in students’ active participation during reading activities. Despite some challenges related to technological access and time limitations, the use of Padlet provided meaningful opportunities for interactive and student- centered learning. Therefore, Padlet-based digital decodable books can be considered an effective alternative medium for fostering multimodal literacy among young EFL learners
STUDENTS’ MOTIVATION IN EFL SPEAKING THROUGH THINK-PAIR-SHARE
Motivation plays a central role in students’ success in speaking English, particularly in English as a Foreign Language (EFL) contexts where anxiety and limited exposure often hinder oral participation. Cooperative learning techniques have been widely recommended to address these challenges, one of which is the Think-Pair-Share (TPS) technique. This study aimed to explore how the Think-Pair-Share technique shapes students’ motivation in speaking English and to identify challenges encountered during its implementation. Employing a qualitative case study design, data were collected through classroom observations and semi-structured interviews involving eleventh-grade students at SMAN 2 Cianjur. The implementation of TPS followed structured stages that encouraged students to think individually, discuss ideas with peers, and share responses with the class. The findings indicate that TPS positively influenced students’ motivation by increasing engagement, willingness to speak, and confidence during speaking activities. Peer interaction and preparation time were identified as key factors contributing to students’ motivational engagement. However, challenges such as limited vocabulary, fear of making mistakes, unequal participation among pairs, and time constraints were also reported. Overall, this study concludes that Think-Pair-Share fosters a supportive and motivating environment for EFL speaking, although pedagogical scaffolding is necessary to maximize its effectiveness.
EXAMINING HOW TOTAL PHYSICAL RESPONSE FACILITATES COLLABORATIVE SPEAKING IN JUNIOR HIGH SCHOOL
This study explores the use of the Total Physical Response (TPR) method to facilitate collaborative speaking among 8th junior high school students. The research aims to investigate the way TPR is implemented to support students' speaking performance and to identify the types of TPR-based activities that encourage interactive and collaborative communication in the classroom. This study employed a qualitative descriptive design involving classroom observations and open-ended questionare with students. The findings reveal that the implementation of TPR helps 8th students become more active and confident in expressing ideas verbally. Additionally, integrating physical actions with speaking tasks fosters collaboration, reduces students’ anxiety, and creates a more engaging learning environment. The study suggests that TPR offers meaningful support for developing speaking skills through communicative and cooperative classroom activities.
THE IMPLEMENTATION OF AI-POWERED FEEDBACK TOOLS IN TEACHING RECOUNT TEXT WRITING
The integration of Artificial Intelligence (AI) in English language instruction has introduced new opportunities to enhance feedback practices in writing classrooms, particularly through AI-powered feedback tools or Automated Writing Evaluation (AWE) systems. This study investigates the implementation of AI-powered feedback tools in teaching writing recount texts and explores students’ responses to the feedback they receive during the writing process. This qualitative study involved 32 eleventh-grade students at SMAN 1 Warungkondang, West Java, Indonesia, in the 2024–2025 academic year. Data were collected through classroom observation, semi-structured interviews, and documentation of students’ writing drafts and revisions. The data were analyzed using qualitative descriptive analysis consisting of data reduction, data display, and conclusion drawing. The findings indicate that AI-powered feedback tools help students identify grammatical errors, improve vocabulary use, and increase awareness of sentence clarity in recount text writing. Students also reported higher engagement and motivation to revise their writing due to the immediacy of feedback. However, AI-generated feedback was found to be limited in addressing higher-order writing aspects such as coherence and content development, highlighting the importance of teacher guidance and peer feedback. Overall, the study concludes that AI- powered feedback tools can serve as an effective complementary resource in EFL writing instruction when integrated with pedagogical support.
DEPLOYMENT MULTIMODALITY IN TEACHING CONVERSATION TO JUNIOR HIGH SCHOOL STUDENT
The rapid development of digital technology has had a significant impact on English language teaching practices, particularly in the teaching of speaking skills at the junior high school level. This study aimed to investigate the application of multimodality in teaching conversation to junior high school students and to examine students' views on its application. Multimodality refers to the use of various semiotic modes, including verbal, visual, audio, gestural, and spatial sources, to construct meaning in the learning process. This study employed a qualitative descriptive case study design. Data were obtained through classroom observations and student responses during conversation learning sessions involving 25 ninth-grade students at SMP Ar-Riyadh in Cipanas. Findings indicated that teachers implemented multimodality by integrating videos, images, audio materials, gestures, and role-playing activities to support conversation learning. Students evaluated the multimodal approach positively, reporting increased motivation, better contextual understanding, and greater confidence in practicing English conversation. However, challenges such as limited technological resources and the need for teacher training were also identified. This study concluded that multimodality is an effective pedagogical approach for improving junior high school students' speaking skills and recommended its wider integration into EFL classroom practice.
ANALYSIS OF THE EQUIVALENCE OF MEANING IN THE TRANSLATION OF CHAIRIL ANWAR'S POEM "AKU" INTO ENGLISH
This study aims to analyze the equivalence of meaning in the translation of the poem “Aku” into English, focusing on semantic, contextual, and expressive equivalence. This study uses a descriptive qualitative approach with content analysis methods. The research data consists of the source language poem and its translation into the target language.
THE USE OF SONG MEDIA IN TEACHING CONJUNCTIONS IN GRADE IX OF SMP NEGERI 1 CIANJUR
The world of education is now under special scrutiny, as learning becomes increasingly digital. All educators are flocking to pursue knowledge to apply to students to avoid being left behind in digitalization. In learning, innovative learning media are needed, aimed at attracting students' attention and creating a new atmosphere in the learning process. This study aims to determine the effect of using songs in the learning process on the use of conjunctions among ninth-grade students at SMP Negeri 1 Cianjur. The method used was quantitative, using tests, questionnaires, and observations. The results showed that the use of songs had a positive impact, as evidenced by an increase in test results of 75.30, categorized as high. The learning process showed a very good category 80.2, obtained from observation results, and the questionnaire results showed a positive response with student responses of 90.5, categorized as very good. This indicates that the use of songs can generate a positive response, enabling students to use conjunctions in Indonesian language learning.
This study aims to determine the effectiveness of collaborative learning strategies on the physical elements of poetry analysis skills of seventh-grade students at SMPN 2 Kadupandak. The background of this study is the low ability of students to analyze poetry, particularly physical elements including diction, imagery, figures of speech, and rhyme. This study used a quantitative approach with a quasi-experimental method. The research subjects consisted of seventh-grade students divided into an experimental class and a control class. The experimental class implemented collaborative learning strategies through group work, directed discussions, and presentations of poetry analysis results, while the control class used conventional learning. Data collection techniques were carried out through poetry analysis ability tests, observation of learning activities, and documentation. Data were analyzed using statistical tests to determine differences in learning outcomes between the two classes. The results showed that collaborative learning strategies were effective in improving students' physical elements of poetry analysis skills. Improvements were seen in the accuracy of identifying poetic elements, the depth of interpretation of meaning, and student activeness in the learning process. Thus, collaborative learning strategies can be an effective learning alternative in improving junior high school students' poetry analysis skills.
BILINGUAL ANALYSIS OF ECONOMIC PARTICIPANTS IN CIANJUR SOCIETY
Bilingualism refers to the balanced use of two languages, where an individual does not only understand but must also master both languages. Someone capable of mastering both languages is referred to as a bilingual. In practice, language possesses various analysis-related variations based on culture, ethnicity, tribe, and other factors. Language variation serves as a style of language use in communication to form a variety or variant that aligns with the capabilities of the speaker and the interlocutor. The purpose of this study is to determine the bilingualism practiced by the people of Cianjur in their daily lives. This research employs a qualitative descriptive method, utilizing the "cakap" (conversational) and "simak" (observational) methods for data collection. The results indicate that in two instances, no bilingual usage was found, while in the other four, fragments of L1 (Sundanese) were identified; however, no bilingual usage was found in complete sentences, resulting in an imbalanced use of the two languages. Based on these findings, it can be stated that the community in Cianjur is capable of using and understanding both L1 and L2. The use of L1 fragments within L2 usage can be categorized as code-mixing. This linguistic phenomenon occurs due to the habitual factors of Sundanese speakers who frequently insert Sundanese fragments as a distinctive characteristic. It can be concluded that the people in Cianjur are capable of using and understanding both L1 and L2.
EXPLORING STUDENTS’ PERCEPTION OF KAHOOT AS A TOOL FOR VOCABULARY LEARNING IN JUNIOR HIGH SCHOOL
The rapid development of digital technology has influenced English language teaching practices, particularly in vocabulary learning at the junior high school level. This study aimed to explore students’ perceptions of Kahoot as a tool for vocabulary learning in an English as a Foreign Language (EFL) classroom. The study was conducted at SMP 2 Cilaku, Cianjur, involving one class consisting of 30 students. A qualitative descriptive research design was employed to gain in- depth insights into students’ experiences and perceptions. Data were collected through classroom observations and student questionnaires during the implementation of Kahoot-based vocabulary activities. The findings revealed that most students perceived Kahoot as an engaging and motivating learning tool that enhanced their interest, participation, and understanding of English vocabulary. Students reported that the interactive features, immediate feedback, and game- based elements of Kahoot made vocabulary learning more enjoyable and less intimidating. However, several challenges were also identified, including internet connectivity issues and limited time for quiz completion. Overall, this study concluded that Kahoot is a beneficial digital tool for supporting vocabulary learning in junior high school EFL classrooms and can be effectively integrated to create a more interactive learning environment.
BRIDGING CULTURES IN THE DIGITAL AGE, HUMAN-AI COLLABORATION IN LITERARY TRANSLATION PAPER
This article explores the roles, strengths, and limitations of human translators and AI-based tools when handling literary texts and culturally rich content. Human translators tend to excel at preserving meaning accuracy, natural flow, and cultural sensitivity, especially with idioms, metaphors, and subtle implications. On the flip side, AI tools like Google Translate or Neural Machine Translation deliver impressive speed, efficiency, and consistency—particularly for straightforward or formal texts—but they often stumble over intricate cultural nuances. Using a qualitative descriptive and comparative approach, this study evaluates translation outputs from humans and AI based on accuracy, acceptability, and readability. The findings highlight that top-quality results come from using AI as a support tool followed by thorough human post-editing. Ultimately, the paper argues for human-machine collaborative models and tech-focused translator training to boost translation quality in our digital world.
TEACHERS' STRATEGIES USING SONGS AND MOVEMENT TO TEACH VOCABULARY IN ELEMENTARY SCHOOLS
This study aims to describe the strategies used by an English teacher in using songs and movement to teach vocabulary to third-grade students at SDN Cibogo 4. This study employed a qualitative descriptive research design. The participant in this study was an English teacher at SDN Cibogo 4. The data were collected through observation, interviews, and documentation using an observation checklist and an interview guide as the main instruments. The findings revealed that the teacher applied several strategies, including introducing the topic and vocabulary before playing the song, encouraging students to sing and move along, and conducting vocabulary reinforcement activities after the song. The teacher stated that songs help students remember new vocabulary more easily and create an enjoyable learning atmosphere. However, challenges were also found, such as limited instructional time and difficulties in selecting appropriate songs for young learners. Overall, the use of songs and movement was effective in improving students’ vocabulary mastery and classroom engagement.
IMPROVING SHORT STORY WRITING ABILITIES THROUGH THE COOPERATIVE LEARNING METHOD USING EDUCATIONAL VIDEOS FOR GRADE IX STUDENTS OF BUDHI MULIA INTEGRATED JUNIOR HIGH SCHOOL
The ability to write short stories is one of the important competencies in learning Indonesian, but in reality, many students still experience difficulties in developing intrinsic elements of short stories such as plot, characters, conflict, and effective use of language. Based on the results of initial observations in grade IX of Budhi Mulia Integrated Junior High School, it was found that students' short story writing skills were in the poor category, with an average score of 59.8, and only 28% of students achieved the Minimum Completion Criteria (KKM). This condition indicates the need for learning strategies that can significantly improve students' creativity, motivation, and writing skills. Therefore, this study aims to improve short story writing skills through the application of the Cooperative Learning method assisted by educational videos. This study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model which was implemented in two cycles. The research instruments included short story writing tests, student and teacher activity observation sheets, interview guidelines, and documentation. Data were analyzed using quantitative analysis techniques in the form of calculating the average test results and the percentage of learning completion. The results showed a significant increase in short story writing skills. The average student score increased from 59.8 (pretest) to 72.4 in cycle I, and increased again to 80.2 in cycle II. The percentage of learning completion also increased from 28% to 76%, and finally reached 92% in cycle II. Educational videos were proven to help students understand character values and explore ideas, while the Cooperative Learning model increased group interaction, discussion, and creativity. Based on these findings, it can be concluded that the Cooperative Learning method assisted by educational videos is effective in improving the short story writing skills of grade IX students.
DEVELOVING STUDENTS’ VOCABULARY THROUGH SNOWBALL THROWING GAME
This study aimed to describe the implementation of the Snowball Throwing Game in vocabulary learning and to investigate students’ perceptions toward the use of the game in English language learning. This research employed a qualitative descriptive design to obtain an in-depth understanding of the learning process and students’ classroom experiences. The participants of this study were seventh-grade students at MTs Islamiyah Sayang. Data were collected through classroom observations, closed-ended (yes–no) questionnaires, and documentation. Classroom observations were conducted to examine students’ activities and the learning process during the implementation of the Snowball Throwing Game, while the questionnaires were used to identify students’ responses and perceptions toward vocabulary learning through the game. The collected data were analyzed using qualitative data analysis techniques proposed by Miles and Huberman, which consist of data reduction, data display, and conclusion drawing, and were strengthened through triangulation to ensure data credibility. The findings revealed that the Snowball Throwing Game was implemented systematically through pre-activity, main activity, and post-activity stages. During the learning process, students demonstrated active participation, high enthusiasm, and positive interaction with their peers. The game encouraged students to practice vocabulary, particularly verbs, through interactive and collaborative activities. Furthermore, the questionnaire results indicated that most students had positive perceptions of learning vocabulary through the Snowball Throwing Game, as the learning activities were enjoyable, helped them understand and remember vocabulary more easily, and increased their motivation and confidence in using English. Based on these findings, it can be concluded that the Snowball Throwing Game is an effective game-based learning strategy for teaching vocabulary at the junior high school level.
GAMIFYING MULTIPLE CHOICE USING ZEP QUIZ TO TEACH VOCABULARY ON SENIOR HIGH SCHOOL STUDENTS
This study investigates the use of gamified multiple-choice questions through ZEP Quiz in teaching vocabulary, particularly word classes, to senior high school students. The study employed a qualitative research approach using classroom observation and semi-structured interviews as the main instruments. An observation checklist was used to capture classroom interaction and student learning behavior during the implementation of the gamified activity, while interviews were conducted to explore students’ perceptions of the learning experience. The findings indicate that the use of ZEP Quiz created an engaging and motivating learning environment. Classroom observation showed that students demonstrated enthusiasm, active participation, collaboration, and strong interest in the gamified activity, especially in response to game elements such as points, leaderboards, and time challenges. Interview data further revealed that students perceived the gamified quiz as enjoyable and motivating, which encouraged them to participate more actively in vocabulary learning. However, the findings also reveal that high levels of engagement did not consistently result in accurate identification of word classes. Observation data showed that some students experienced difficulty in applying vocabulary concepts during the activity, while interview responses indicated that time pressure and competition sometimes distracted them from focusing on linguistic accuracy. In addition, the absence of structured post-activity reflection limited opportunities for students to consolidate their understanding of vocabulary concepts. Overall, the study concludes that while gamified multiple-choice activities using ZEP Quiz are effective in enhancing motivation and classroom engagement, they should be complemented with explicit instruction and reflective follow-up activities to support deeper vocabulary learning.
STEAM-BASED CHILDREN'S STORY DEVELOPMENT AND LOCAL WISDOM
This study delves into the development and evaluation of children's stories infused with local wisdom and STEAM (Science, Technology, Engineering, Arts, and Mathematics) concepts. In today's world, children's stories often carry educational messages, promoting literacy in various forms, including financial, cultural, and digital literacy. This research aims to design and develop stories embedded with Cianjur's local wisdom, introducing these valuable traditions to children from an early age. Alongside local wisdom, the stories also incorporate STEAM elements to engage children in these crucial areas.The research focuses on incorporating local wisdom specific to Cianjur, resulting in the creation of 10 children's stories based on local traditions. Among these, three stories, titled "Didi si Pedagang Geco," "Lampu Gentur untuk Guntur," and "Berburu Belut," specifically integrate STEAM elements.
SPEECH DELAY IN EARLY CHILDHOOD: A CASE STUDY OF KINDERGARTEN CHILDREN IN CENTRAL KALIMANTAN
Language development plays an important role in early childhood, as it supports children's communication, social interaction, and readiness for formal education. However, some children experience delays in speech development, commonly referred to as speech delay. This study aimed to identify factors contributing to speech delay in early childhood and to explore the challenges faced by teachers and the strategies they use in early childhood education settings. This qualitative case study involved three young children with speech delay. Data were collected through semi-structured interviews with the classroom teachers and parents of the three children, and were analyzed using thematic analysis. The findings indicate that speech delay was influenced by several factors, including early and excessive exposure to digital devices, limited language stimulation from parents, limited social interaction, psychological factors such as shyness and anxiety, and oral-motor limitations that affect speech clarity. Teachers faced challenges such as minimal verbal responses, children's reliance on nonverbal communication, individual developmental differences, limited instructional time, and restricted access to speech-language professionals. To address these challenges, teachers implemented gradual and individualized language stimulation, play-based activities, peer-supported interactions, tongue articulation exercises, focus and attention training, and positive reinforcement. These findings suggest that close collaboration among teachers, parents, and related professionals is essential to support children's speech and language development effectively.
THE INFLUENCE OF HOME HABITS ON THE LEARNING PROCESS OF ELEMENTARY SCHOOL STUDENTS
Habits developed within the family environment play an important role in supporting the success of the learning process of elementary school students. The home serves as the first educational environment for children before they enter formal education at school. This study aims to describe the influence of home habits on the learning process of elementary school students, particularly in terms of discipline, learning attitudes, and learning motivation. This research employed a qualitative approach using a case study method. The research subjects included elementary school students, parents, and classroom teachers. Data were collected through interviews, observations, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that positive home habits, such as regular study routines, time discipline, the development of responsibility, and parental support, influence students’ readiness, activeness, and motivation in the learning process at school. Therefore, collaboration between parents and teachers is essential in fostering positive habits in students from an early age.
ROLE PLAYING ACTIVITIES TO SUPPORT STUDENT'S SPEAKING SKILLS IN ASKING AND GIVING DIRECTIONS IN AN EFL CLASSROOM
In supporting oral communicating skills, role play provides the students with the opportunity to practice in contextal and interactive setting. This research investigated the use of role-playing activities to support students' oral communication skills, especially in asking and giving direction. The study was conducted at a senior high school in West Java Indonesia with 30 tenth-grade students as participants. It employed a qualitative case study approach, using classroom observations, student questionnaires, and interviews as instruments for data collection. The findings reveal that role play supported the students' communication skill development in asking and giving direction through the stage of modeling, practicing and performance. Role-playing encouraged students' engagement and reduced anxiety during speaking activities. Although some challenges were encountered such as limited vocabulary, fear of public speaking, and time constraints students generally responded positively to the method and expressed enthusiasm for its use in English lessons. The students' positive perceptions indicate that role-playing can be an effective and enjoyable method for developing oral communication skills in EFL context. The results suggest that integrating role-playing into regular language instruction can provide a dynamic, student-centered approach to develop essential speaking skills in high school settings.
AN ANALYSIS OF TRANSLATION STRATEGIES OF INDONESIAN IDIOMATIC EXPRESSIONS IN DIGITAL MEDIA CONTENT INTO ENGLISH
The translation of idiomatic expressions in digital media content plays an important role in ensuring effective communication across cultures in the global digital era. Idioms are culture-bound expressions whose meanings cannot be interpreted literally, which makes their translation particularly challenging. This study aims to analyze the translation strategies used in translating Indonesian idiomatic expressions into English in digital media content and to examine how these strategies affect meaning equivalence and readability. This research employed a descriptive qualitative method. The data were collected from Indonesian digital media content such as social media captions, promotional posts, and short online texts that provide English translations. The analysis was conducted by identifying translation strategies based on Baker’s (2018) framework. The findings reveal that paraphrase is the most dominant translation strategy, followed by idioms with similar meaning but different form. Idioms with similar meaning and form and omission are used less frequently. Most translations achieve partial meaning equivalence, as the core message is conveyed while some cultural and expressive nuances are reduced. This study concludes that translators tend to prioritize clarity and readability over maintaining idiomatic form in digital media contexts.
TRANSLATION STRATEGY FOR CULTURE-SPECIFIC ITEMS IN DESCRIPTIVE MUSEUM TEXTS: A CASE STUDY OF WAYANG MUSEUM TEXTS AND PURBALINGGA ARTIFACTS
The translation of museum texts that contain elements of local culture faces complex challenges due to differences in value systems, cultural concepts, and customs between the source language and the target language (Steiner et al., n.d.). Culture-specific items (CSIs) often do not have direct equivalents in the target language, which can potentially cause a mismatch in meaning. This study aims to analyze the translation strategies of CSIs in the descriptive texts of the Wayang Museum and the Purbalingga Artifact Museum and to examine the influence of these strategies on the readability and comprehension of international audiences (Words et al., n.d.) This study uses a descriptive qualitative method with data sources in the form of bilingual descriptive texts (Indonesian–English) found on exhibition labels and museum information panels. Data analysis was conducted by identifying CSIs, classifying them, and analyzing translation strategies based on the theory of Revisited et al., (2016) and the concepts of domestication and foreignization of (Translator et al., n.d.). The results showed that the most dominant strategies used were borrowing, explicitation, and adaptation. This combination of strategies was considered effective in preserving cultural authenticity while improving readability for international readers (Valerian, 2021).