FOSTER: Journal of English Language Teaching

The Implementation of the Merdeka Belajar Curriculum and Its Impact on Students’ Motivation in Learning English at MAN Palopo

2026-01-31T14:21:49+00:00

This research investigates the impact of the Merdeka Belajar Curriculum on students’ motivation to learn English at MAN Palopo. As a newly introduced educational approach in Indonesia, the Merdeka Belajar Curriculum emphasizes student-centered learning, autonomy, and the development of individual interests and competencies. The study adopts a qualitative descriptive method, using observations, interviews, and documentation to gather data from English teachers and 11th-grade students involved in the curriculum implementation. Findings reveal that the curriculum has significantly influenced students’ motivation in learning English. Many students reported feeling more engaged, confident, and enthusiastic in participating in English learning activities. They also showed improvements in both their spoken and written English skills. Despite these positive outcomes, the implementation process faces several challenges, including inadequate school facilities, limited teacher preparedness, and a lack of ongoing professional development. Nonetheless, when implemented effectively, the Merdeka Belajar Curriculum has the potential to enhance students’ intrinsic motivation and foster a more meaningful English learning experience.

Code-Switching Practices among English Teacher in Early Childhood in Bilingual Education

2026-02-17T02:50:51+00:00

This study aims describe how English teacher use code-switching practices in the classroom. The participants of this study are four teachers with experience teaching in kindergarten in Pontianak. This study was qualitative approach through case study. The data were collected by in-depth interviews. The result of this study that teachers used three types of code-switching: tag-switching, inter-sentential switching, and intra-sentential switching. These strategies were primarily employed to clarify instructions, manage classroom behavior, build rapport, and adapt to students’ varying levels of English proficiency. The frequency and manner of code-switching were also influenced by the children’s age group and the teachers’ years of teaching experience. Teachers of younger learners tended to switch languages more frequently to ensure comprehension, while more experienced teachers applied code-switching more selectively and strategically. This study concludes that code-switching should not be viewed as a sign of linguistic deficiency but rather as a responsive and effective pedagogical tool. Further research is recommended to examine the long-term impact of code-switching on bilingual development and to investigate its implementation in broader educational contexts.

The Implementation Mind Mapping Method to Improve Reading Comprehension of the Eleventh Grade Students of SMA Negeri 5 Palu

2026-01-31T14:37:56+00:00

This study investigates the implementation of the Mind Mapping method to improve reading comprehension among eleventh-grade students at SMAN 5 Palu. The purpose of this study is to examine the effect of mind mapping on students’ reading comprehension. A quantitative experimental design was employed, with the sample divided into two groups: an experimental group of 35 students taught using the mind mapping method and a control group of 31 students taught through conventional instruction. Pre-tests and post-tests were administered, and the results showed that students taught using mind mapping had better reading comprehension. The data analysis indicated that the mean pre-test score of the experimental group was 46 and the control group 51, which increased after the intervention to 75 for the experimental group and 61 for the control group. An independent sample t-test was conducted, resulting in a t-count of 7.261 compared to a t-table value of 1.997, with 64 degrees of freedom and a significance level of 0.05. Since the t-count exceeds the t-table, the hypothesis is accepted. These findings demonstrate that mind mapping is effective in enhancing reading comprehension, and English teachers are recommended to apply this technique as an easy and effective strategy to help students understand texts

EFL Students’ Perceptions of Pocket Book Use in Vocabulary and Speaking Development

2026-01-31T14:21:49+00:00

Vocabulary mastery is a major problem for EFL learners, especially in the active use of vocabulary in speaking skills. This problem is often caused by teaching materials that are not practical, less contextual, and do not support independent learning. Therefore, this research aimed to explore EFL students' perceptions of the use of pocket books in vocabulary and speaking skills. This study used a qualitative case study design involving 24 students who are members of the Language Student Activity Unit at universities. Data was collected through interviews and supported by questionnaire data, then analyzed using an interactive model. The results of the study show that students view pocket books as a medium that helps enrich vocabulary and speaking practice. Clear layouts, concise explanations, and ready-to-use phrases help reduce cognitive burden and support vocabulary memory, fluency, and student confidence. The novelty of this research lies in its focus on EFL students at the university level regarding the use of pocket books for vocabulary enrichment and speaking practice in the context of language learning outside the classroom. The results of this study show that pocket books have the potential to be an effective supporting learning medium to improve vocabulary mastery and speaking skills.

Exploring Visually Impaired Students' Experiences with NVDA in Learning English

2026-01-31T14:40:53+00:00

This study aimed to examine the experiences of visually impaired students in utilizing Non-Visual Desktop Access (NVDA) as a medium for English language learning in an inclusive classroom at SMA Muhammadiyah 1 Ponorogo, Indonesia. This research used a qualitative method with a case study approach. Three visually impaired students were sampled for the study. Data collection was conducted through an interview and observation method. The data was analyzed qualitatively with the help of thematic analysis. The research was also guided by the Technology Acceptance Model and the Constructivist Learning Theory. The study found that NVDA is an effective medium for English language learning for visually impaired students. It helps the students access English language texts easily. NVDA also helps the students to be independent and build confidence in completing English language learning tasks. However, the research also found that NVDA has some limitations. It cannot handle non-text and multimodal content such as images, tables, graphs, and visually dense presentation materials. The research concluded that NVDA is not only an assistive technology but also a pedagogical support for English language learners.

Enhancing EFL Students’ Speaking Performance through Digital Storytelling

2026-04-09T09:40:20+00:00

This study aims to investigate the use of digital storytelling as a learning medium to improve students’ speaking skills. Specifically, it examines whether the implementation of digital storytelling significantly enhances students’ ability to speak English and explores students’ perceptions toward its use in the learning process. This research used a quantitative approach with quasi experimental design. The population of the research was the eighth-grade students. The sample was 20 students as experimental class and 20 students as control class20 students in the experimental class and 20 students in the control class.The researcher used test and questionnaire as the instruments of this research. The researcher used a speaking test and a students’ questionnaire as the instruments of this research. This research analysed the effect of using digital storytelling in improving students’ speaking skills. The design of this research was a quantitative research through quasi experimental using a non-equivalent group design. Quasi experimental in this research to measure the effect of the objects being experimented with. The result showed that the mean score of pre-tests in the experimental class was 51.8, and in the control class was 52.4. and the mean score of the experimental class in the post-test was 66.5, and the control class was 58.61. There was a significant effect of the mean score between the two groups on students’ speaking skills in using digital storytelling, but not in MTs Madani Alauddin Pao-pao. Questionnaire responses were analysed descriptively to determine the mean score of 4.075 shows that students’ attitude in the affective component belongs to the Positive category. The study concluded that the use of digital storytelling has a positive impact on students' speaking skills at MTs Madani Alauddin Pao- pao. Students feel more confident, more creative, and can better organise their ideas. Despite challenges in terms of technical skills and the time required to create digital stories, the benefits gained from using digital storytelling are significant in improving students' speaking skills.

Developing Intercultural Competence through Digital Storytelling

2026-01-31T14:21:50+00:00

This qualitative case study presents an effective pedagogical model for cultivating intercultural competence (ICC) and digital citizenship among Indonesian and Filipino English Foreign Language (EFL) students through cross-cultural collaboration. Despite the recognized effectiveness of Project-Based Learning (PBL), a gap exists in the literature that explicitly examines how PBL and digital platforms can simultaneously foster ICC through collaborative digital content creation among the distinct Southeast Asian student population. Investigating the collaborative process behind the creation of the digital story ‘One Sea, Two Cultures,’ the study reveals that digitally mediated PBL is a powerful method for achieving higher levels of ICC; the process facilitated a critical shift from basic cultural appreciation to a deeper understanding of shared maritime heritage, enhancing participant sensitivity, empathy, and openness. Furthermore, digital tools like Canva were instrumental in overcoming initial logistical and language barriers, while the project simultaneously provided an authentic context that effectively improved students’ EFL skills. This study, thus, validates the digital-based PBL approach as a credible pedagogical model for fostering responsible digital citizenship and robust cross-cultural communication in EFL instruction.

Enhancing EFL Students’ Writing Performance through Process-Based Instruction

2026-02-02T04:00:28+00:00

Developing writing performance remains a challenge for many language learners, particularly when the instructions are predominantly teacher-centered and form-oriented. The study aimed to examine the effectiveness of process-based instruction on grade ten students’ writing performance. This study employed a quasi-experimental design, as it was well-suited for comparing two intact groups. These sections were purposively selected from 10 sections of grade ten and subsequently assigned randomly to experimental (10C) and control (10D) groups, after pre-test. To ensure triangulation and strengthen validity and reliability, the study applied mixed methods comprising tests, questionnaires, and interviews. Questionnaires were administered to ten teachers and interviews to four, to examine their perceptions of the instruction. Quantitative data from paragraph tests and questionnaires were analyzed using a t-test and descriptive statistics, respectively, whereas qualitative data from interviews were examined thematically. The findings revealed a statistically significant improvement in writing performance for the experimental group (t (39) = -23.213, p < .000), supported by a strong effect size (Cohen’s d = 1.17). Moreover, process-based instruction fostered social interaction among students and develop their motivation to write, facilitating collaborative writing practices. These results underscore process-based instruction's substantial impact on learning outcomes and emphasize stakeholders to provide professional training and equip teachers with practical skills to implement this instruction effectively and to integrate it into the language curriculum. Integration of such instruction into language education system is essential for promoting students’ participation, enhancing creativity, collaborative learning, and exchanging feedback, thereby contributing to improved writing performance.

Peer Feedback and Speaking Anxiety in Indonesian EFL Classrooms

2026-02-02T03:35:54+00:00

Speaking anxiety is still a big problem for EFL learners, especially when they have to speak in front of the class. The purpose of this study is to investigate how Indonesian EFL students view peer feedback and how it can help them feel less nervous when speaking. Four third-year students from Universitas Palangka Raya's English Education Study Program were purposefully chosen to participate in a qualitative narrative inquiry design. Semi-structured interviews were used to gather data, and Braun and Clarke's thematic analysis was used for analysis. The results show that students' lack of confidence, fear of making mistakes, and negative evaluation are the main causes of speaking anxiety. Peer feedback, on the other hand, makes a positive contribution by assisting students in recognizing their shortcomings, raising awareness of their speaking performance, and progressively lowering anxiety. In contrast to teacher feedback, which is valued for its precision and detail, students view peer feedback as encouraging, less frightening, and emotionally reassuring. According to the study's findings, integrating teacher and peer feedback results in a well-rounded setting that promotes both linguistic growth and emotional health. This study provides valuable insights into classroom speaking practices despite its small sample size and reliance on interview data. It also suggests that structured peer feedback can be a useful tactic for managing speaking anxiety.

The Effects of Fun Active Learning and Visualization Strategies on EFL Students’ Speaking Skills

2026-01-31T14:46:55+00:00

The goal of this study was to look at speaking problems among secondary school students by closely watching how their speaking skills grew during the learning process. This study used a collaborative classroom action research method, where the researchers worked together with the Year 11 English teacher at SMA N 8 Medan instead of doing the research on their own. Before the test, the average score was 58.65, but after the test, it went up to 73.78. These results show that students' speaking skills improved a lot after using the narrative approach. When comparing the scores before and after the teaching strategies were used, there was a big difference in how well the students performed. The data analysis supports the first research question by showing that using visualization tactics really helps improve the speaking skills of students at SMA N 8 Medan. More research shows that visualization tactics help students get better at speaking, as seen from the increase in scores from 55 to 96. Comparing the pre-test and post-test scores shows a big difference in student performance before and after applying the teaching strategies. The results of the data analysis confirm the first research question by showing that using visualization tactics effectively improves the speaking skills of students at SMA N 8 Medan. Further research shows that visualization tactics help students improve their speaking skills, as seen from the increase in scores from 55 to 96.

Enhancing EFL Students’ Listening Comprehension through Preparation for the TOEFL Application

2026-02-23T15:26:43+00:00

Digital learning has increasingly been integrated into English language education due to the widespread accessibility of mobile technology. Nevertheless, the use of internet-based digital media for teaching listening skills in EFL contexts remains limited. This study aimed to examine the effectiveness of the Preparation for the TOEFL Test application in improving students’ listening comprehension and to explore students’ perceptions of its use as a mobile-assisted learning tool. This research employed a pre-experimental one-group pretest–posttest design involving 22 EFL undergraduate students. Listening comprehension was measured using a TOEFL-format listening test administered before and after a four-week intervention period. Quantitative analysis revealed a significant improvement in students’ listening performance. The mean score increased from 60.23 in the pretest to 73.73 in the posttest. A paired-samples t-test confirmed that this improvement was statistically significant (t = −17.173, p < 0.001), indicating that the application effectively enhanced students’ listening comprehension. Students’ perceptions were collected through a structured questionnaire. The results showed that most students responded positively to the application. More than 70% of participants agreed or strongly agreed that the application was easy to use, accessible anytime and anywhere, and helpful in supporting independent learning. The application’s structured materials and listening-focused features also increased students’ motivation and engagement in listening practice. The Preparation for the TOEFL Test application proved to be an effective mobile-assisted learning tool for improving EFL students’ listening comprehension while fostering positive learner perceptions.

English Self-Efficacy in a Faith-Based Multilingual Boarding School

2026-01-31T14:21:51+00:00

This study examines students’ English self-efficacy in an Indonesian Islamic multilingual boarding school where English, Arabic, and Indonesian are used in daily and academic interactions. Using a qualitative case study approach, data were gathered through semi-structured interviews and non-participant observations involving three purposively selected students. The findings reveal that students’ English self-efficacy is shaped by internal factors, including intrinsic motivation and personal aspirations, as well as external influences such as peer support, school programs, and limited family involvement. Students demonstrated higher confidence in informal communication but showed hesitation in formal academic contexts due to concerns about linguistic accuracy and evaluation. The school’s multilingual environment through sustained language exposure, structured vocabulary practices, and peer-led activities was found to reinforce all four sources of self-efficacy proposed by Bandura: mastery experience, vicarious experience, social persuasion, and physiological and emotional states. Despite initial challenges such as linguistic overload and adaptation difficulties, continuous engagement in the multilingual setting fostered students’ resilience and confidence over time. This study contributes theoretically by illustrating how Bandura’s self-efficacy framework operates within a faith-based multilingual boarding school context and offers practical implications for strengthening English learning in similar educational environments.

Pre-Service Teacher’s Perceptions of Disainary for Learning English Scientific Vocabulary

2026-01-31T14:21:51+00:00

The globalization of science has reinforced English as the dominant language of scientific communication, requiring pre-service science teachers to acquire sufficient mastery of English scientific terminology for academic and professional success. However, many pre-service teachers in Indonesia face persistent challenges, including limited vocabulary, low confidence, and insufficient access to effective learning media. To address these issues, digital tools such as Disainary, a multimodal web-based dictionary designed for scientific terms, have been introduced as innovative learning resources. This study aims to explore pre-service science teachers’ perceptions and experiences of using Disainary in vocabulary learning. Employing a descriptive qualitative design, data were collected through semi-structured interviews and classroom observations with 30 participants across several universities in Indonesia. This used purposive sampling technique to employ the participants. The findings indicate three major themes: (1) vocabulary acquisition through repetition and multimodality, (2) increased motivation and engagement, and (3) challenges and limitations. Participants highlighted that Disainary facilitated repeated encounters with scientific terms through definitions, contextual examples, and pronunciation features, which enhanced comprehension and retention. Moreover, the tool’s accessibility and scientific contextualization motivated learners to engage with vocabulary more actively. Despite these benefits, participants emphasized the need for expanded lexical coverage, additional exercises, and the visual elements to optimize learning. The study concludes that Disainary holds strong potential as a digital learning tool to bridge the gap between English vocabulary acquisition and science literacy in teacher education. Implications suggest that integrating multimodal digital tools can not only enhance pre-service teachers’ language proficiency but also prepare them for effective knowledge transmission in globalized science classrooms.

Deep Learning-Based Local Literature Instruction and Cultural Identity Development in Higher Education

2026-01-31T14:21:51+00:00

Local literature learning plays an important role in higher education by supporting the preservation of cultural values and the development of students’ cultural identity. When implemented through a deep learning approach, literature education can foster meaningful understanding, critical reflection, and culturally grounded learning experiences. Accordingly, this study aims to examine (1) the contribution of local or regional literature education to students’ cultural identity development in higher education; (2) the pedagogical applications of deep learning approaches in literature and cultural studies; and (3) how the integration of local literature and deep learning enhances students’ cultural awareness and social sensitivity. This study employs a systematic literature review design by analyzing 19 peer-reviewed journal articles published within the last ten years. The findings indicate that local literature functions as a culturally contextualized knowledge system that transmits traditional values and social meanings, thereby strengthening students’ cultural identity and sense of belonging. Deep learning pedagogy encourages higher-order thinking, reflective engagement, and contextual interpretation of literary texts. Furthermore, the integration of local literature and deep learning enhances students’ cultural awareness, empathy, and social sensitivity. In conclusion, integrating local literature learning with deep learning pedagogy offers a culturally responsive approach to literature education in higher education.

Politeness Strategies in Lecturers’ Written Corrective Feedback

2026-01-31T14:21:51+00:00

Previous research has explored politeness strategies in contexts such as classroom interactions and online communication; however, further investigation across diverse dimensions of educational discourse is necessary. This study examines the politeness strategies utilized by lecturers when delivering Written Corrective Feedback (WCF) to undergraduate EFL students in Indonesia. This research adopted a descriptive qualitative research design comprising data from twelve files of WCF collected from the Contrastive Error Analysis course at a public university in Indonesia. Discourse-based coding was employed to analyze the data, identifying the four maxims of politeness theory: positive politeness, negative politeness, off-record strategies, and bald-on-record expressions. The findings showed that the lecturer applied all four politeness strategies; furthermore, positive and negative politeness were the most frequently used. Positive politeness was expressed through praise, encouragement, and inclusive language to enhance students' confidence, whereas negative politeness was demonstrated through hedging, indirect suggestions, and question forms that maintained student autonomy. Off-record strategies primarily addressed higher-order issues, including coherence and argumentation, while bald-on-record strategies were limited to surface-level corrections. The findings enhance the understanding of feedback discourse and provide implications for improving feedback practices in EFL contexts, especially within Indonesian higher education.

EFL University Students’ Perceptions of TED Talks as Authentic Materials for Listening Comprehension

2026-01-31T14:48:42+00:00

This study aims to explore university students' perceptions of using TED Talks as a learning medium to improve their listening comprehension. Therefore, this study also investigates whether TED Talks are effective for students and whether TED Talks provide benefits or challenges for them. This study involved twenty undergraduate students in their third-year of the English Education Study Program at Universitas Negeri Semarang, with three students selected for interview. This research employed a descriptive method using a descriptive qualitative approach. The data in this study were collected through questionnaires and interviews. The findings show that students generally consider TED Talks useful and effective for their listening comprehension and vocabulary. Participants also reported that TED Talks motivated them to learn listening comprehension. However, several challenges emerged, including difficulty watching without subtitles and unfamiliar words. These challenges often hindered students' ability to understand the overall message, particularly for students with lower proficiency levels. The limitations of this study include the scope of the theory which only studies the listening comprehension area and limited approaches to listening learning to the use of TED Talks as a learning medium. In addition, this study was conducted with a limited yet focused participant group. Therefore, future researchers are suggested to expand the scope of relevant listening learning theories and include more participants to broaden the area of study.

Representing Personal Experiences in EFL Students' Narrative Writing

2026-02-02T03:33:06+00:00

This study aims to examine patterns of personal experience representation in undergraduate students’ narrative writing, focusing on (1) language choice, including diction, register, and personalization, and (2) story plot structure, encompassing chronological plots, flashbacks, and narrative turning points. The study employs a descriptive quantitative design using quantitative content analysis of students’ narrative texts. Each text was analyzed using a structured coding scheme that classified linguistic features. The study has several limitations, including a relatively small sample size and a context limited to a single institution. The sample consisted of 30 undergraduate students from the English Language Education program at Muhammadiyah University of Makassar (N = 30). Data were drawn from one study program and one institution only, and the analysis focused on narrative text products without in-depth exploration of students’ cognitive writing processes, which limits the generalizability of the findings. Data were collected through quantitative content analysis of 30 narrative writing tasks, supplemented by a short reflective questionnaire. The results reveal two dominant patterns. First, the use of highly interpersonal language, characterized by frequent first-person pronouns and emotional expressions, is positively correlated with retrospective plots or flashbacks. Second, the use of formal–descriptive language tends to be associated with linear chronological plots. The novelty of this research lies in its systematic and measurable identification of the relationship between language choice and plot structure as patterns of students’ personal experience representation, rather than treating linguistic features or narrative structures as isolated characteristics, as commonly found in previous studies. Practically, these findings imply the need for narrative writing instruction in higher education that explicitly links language choice with plot development through reflective writing tasks, practice with varied narrative structures, and rubric-based feedback to enhance the quality, coherence, and depth of students’ narratives.

Gender Representation and Equality in Children’s Digital Storybooks

2026-01-31T14:21:51+00:00

This study applies a feminist-informed qualitative content analysis framework combined with a rubric-based gender equality evaluation aligned with Sustainable Development Goal 5 (Gender Equality) to examine gender representation in children’s stories published on the Let’s Read Asia platform. Thirty English-language narratives intended for learners in Grades 2–4 were systematically analyzed with respect to character prominence, gendered roles and occupations, narrative agency, and stereotypical or counter-stereotypical traits. The analytical rubric operationalized gender equality through five indicators: balance of character representation, diversity of social roles, degree of agency, portrayal of character traits, and narrative outcomes, enabling a structured comparison across texts. The findings indicate a measurable shift toward more equitable gender representation, with female characters occupying a slightly higher proportion of protagonist roles (52%) than male characters (45%). Beyond character frequency, the analysis reveals substantive changes in narrative function: contemporary stories increasingly depict female characters as professionals, problem-solvers, and leaders, challenging traditional gender-role associations. However, this pattern is not uniform. Traditional folktales continue to privilege male authority and heroic agency while positioning female characters in passive or domestic roles, indicating the persistence of patriarchal narrative structures. Using the gender equality rubric, 57% of the analyzed stories were classified as actively promoting gender equality, while the remainder were categorized as neutral or inequality-reinforcing. The study’s contribution extends beyond descriptive statistics by demonstrating how rubric-based analysis can systematically identify ideological shifts and continuities within digital children’s literature. By linking textual patterns to pedagogical implications, this research provides an evaluative framework for selecting and critically using digital storybooks in English language teaching contexts, particularly those seeking to align literacy instruction with inclusive education and gender equity principles.

English-Speaking Anxiety among Preservice EFL Teachers during Teaching Practicum

2026-01-31T14:21:51+00:00

Speaking anxiety is widely recognised as one psychological obstacle to learning English as a Foreign Language (EFL). It has a substantial effect on pre-service teachers since they are expected to utilize English while they are learning how to teach. Although ample of research has examined speaking anxiety among EFL learners, empirical studies focusing on preservice EFL teachers during the teaching practicum phase remain limited particularly within Indonesian Islamic education teacher context. This research investigated the speaking anxiety of pre-service EFL teachers at UIN Mahmud Yunus Batusangkar who had completed their teaching practice. A quantitative survey design was employed, and data were collected using a speaking anxiety questionnaire. The data were analysed using descriptive statistic through SPSS version 26. The data findings revealed that the majority of participants experienced speaking anxiety (72.3%) were classified as moderate level of anxiety. Additionally, 13.9 % of participants fell into the high anxiety category while another 13.9% were categorized as having low anxiety. These results indicate that speaking anxiety is common and tangible experience although it generally remains manageable level. The findings suggest important pedagogical implications for EFL teacher education suggesting that the integration of positive teaching models, inclusive teaching simulations and helpful feedback may help reduce anxiety and help pre-service teachers to speak better. This study offers practical recommendation to strengthen preservice teachers in their language skills and better prepare them for classroom practice.

The Effects of a Game-Based Web Application on EFL Students’ Vocabulary Mastery

2026-01-31T14:21:52+00:00

Vocabulary mastery is essential for learning English as it supports the development of the four language skills. However, many Indonesian students face difficulties due to uninteresting instruction and low motivation. This study aimed to examine the effect of a game-based web application (Wordwall) on the vocabulary mastery of EFL students. A quantitative quasi-experimental design was employed involving two classes consisting of 32 students each. The experimental group was taught using Wordwall, while the control group received conventional instruction. Vocabulary mastery was measured through pre-test and post-test instruments. The findings revealed that the experimental group showed significantly greater improvement than the control group, with mean post-test scores of 74.37 and 59.38, respectively. Statistical analysis confirmed that there was a significant effect of using Wordwall on students’ vocabulary mastery (t = 14.883, p < 0.05). Furthermore, the effect size analysis using Cohen’s d indicated a large effect (d = 0.86). These findings demonstrate that the use of Wordwall as a game-based web application has a significant effect on EFL students’ vocabulary mastery at the junior high school level.

Exploring Teachers’ Digital Readiness in Rural Indonesia

2026-01-31T14:49:34+00:00

This study explores teachers’ professional digital readiness in facing digital transformation by examining access to infrastructure and technology in a rural senior high school located in a 3T area of Indonesia. Using a qualitative case study design, this research involved seven teachers from a public senior high school in East Kolaka Regency, Southeast Sulawesi. Data were collected through semi-structured interviews and analyzed using thematic analysis to capture teachers’ experiences, challenges, and institutional conditions related to digital learning implementation. The findings indicate that teachers generally possess basic digital literacy and positive attitudes toward technology use. However, digital practices remain limited to fundamental tools and are not yet pedagogically integrated. Teacher digital readiness is influenced by internal factors, such as motivation, confidence, and prior experience, as well as external factors, including limited device availability, unstable internet connectivity, insufficient professional development, and unequal student access to technology. The study further demonstrates that inadequate infrastructure constrains the translation of teacher readiness into sustained digital practice. This study contributes a micro-level and contextualized understanding of teacher digital readiness in rural 3T contexts, highlighting the interplay between individual, institutional, and infrastructural factors, and offers implications for developing more inclusive and context-responsive digital education policies.

Analysis of Illocutionary Speech Acts in Bawaslu RI Podcast Episode 32:

2026-03-29T17:55:48+00:00

This study aims to examine the forms and functions of illocutionary speech acts in Bawaslu RI Podcast Episode 32: “Pengawasan Partisipatif”, featuring Lolly Suhenty as the guest speaker. The phenomenon under investigation arises from the increasing use of digital media as a means of public communication for state institutions, which requires effective language strategies to deliver persuasive messages to the public. The research employs a qualitative case study approach, as it focuses on a single communication event analyzed in depth. Data were collected through documentation techniques in the form of a full transcript of the podcast episode, supported by content analysis and a review of relevant literature. The unit of analysis consists of all utterances by the speaker that contain potential illocutionary speech acts. The analysis reveals three dominant categories of illocutionary acts: directive, representative, and commissive. Directive acts reflect invitations and encouragement for the public to participate actively in election oversight. Representative acts appear in the form of explanations, factual statements, and clarifications regarding the mechanisms of participatory monitoring. Meanwhile, commissive acts demonstrate Bawaslu’s commitment to expanding education and collaborative oversight. These three types of illocutionary acts play a crucial role in constructing persuasive communication and strengthening the relationship between Bawaslu and the public. This study contributes to the development of pragmatic research within the context of digital institutional communication and offers practical implications for Bawaslu in designing more effective public communication strategies. Future research is recommended to broaden the data sources across various podcast episodes or other digital communication platforms to obtain a more comprehensive understanding.