Bookchapter English Language Teaching, Literature, and Translation

Viewing Skill in an English Textbook for 8th Grade

Astrie Nurfadilah Yunikaputeri, Alief Noor Farida — Mon, 30 Jun 2025 00:00:00 +0700

This study investigates the types and stages of viewing skills presented in the English for Nusantara textbook for 8th-grade junior high school students taught under Indonesia's Emancipated Curriculum (Kurikulum Merdeka). The curriculum emphasizes flexible, student-centered learning and expands language competencies beyond the traditional four skills (listening, speaking, reading, and writing). As viewing visual objects is considered the core language skill, this research aims to identify how visual literacy and critical viewing are implemented and supported through textbook activities. Using a descriptive qualitative method, the researcher analyzed each chapter of the textbook content, focusing on the presence of viewing activities and their alignment with the viewing stages: pre-viewing, during viewing, and post-viewing. The findings reveal that visual literacy, as well as critical viewing, are consistently incorporated, not only in designated viewing sections, but also across various language activities throughout the five chapters. The textbook includes the pre-viewing activities such as prediction and questioning, during-viewing activities such as interpretation and analysis, and post-viewing activities involving reflection and creation. This study highlights the significance of the textbook in bringing about multimodal literacy and facilitating visual engagement in language learning. Based on these findings, the researcher suggests that teachers should guide students to develop both viewing types and take advantage of all viewing stages to enhance comprehension and critical thinking.

The Revolution in Art Learning in the Digital Era: A Conceptual Study of the Use of Merak Ulin Dance Video in FBS UNNES Dance Arts Education Students

Utami Arsih, Onang Murtiyoso, Ruli Indra Darmawan, Sriyadi Sriyadi — Mon, 30 Jun 2025 00:00:00 +0700

The transformation of art learning in the digital era necessitates an innovative approach to addressing the challenges of higher education, particularly in dance arts. This study aims to conceptually analyze the use of video media in learning Merak Ulin Dance as a pedagogical strategy to improve the effectiveness and quality of dance education in the FBS UNNES Dance Arts Education Study Program. Through a literature review and a descriptive-analytical approach, this study identifies four main aspects: the challenges of dance learning in the digital era, the potential of video media as a solution, implications for student learning outcomes, and its contribution to quality education. The study's results demonstrate that the limitations of time, space, and direct interaction can be overcome through video media, which offers the flexibility of access, visualization of movement techniques, and support for independent learning. Videos also strengthen reflective skills, digital literacy, and student collaboration through online platforms. Integrating the Outcome-Based Education (OBE) approach in video-based learning design encourages more measurable, contextual, and aligned learning outcomes that meet the demands of the Industrial Revolution 4.0 and Society 5.0. The Merak Ulin Dance video serves as a medium for transferring dance techniques and as a means of preserving Sundanese culture that is adaptive to the times. The implication is that this approach encourages the transformation of the dance arts curriculum to incorporate digital and cultural aspects, strengthens the role of lecturers as facilitators of creative learning, and produces graduates who possess technical competence, cultural values, and the readiness to face global challenges. This research recommends strategically integrating learning videos into the dance arts curriculum and developing the digital capacity of lecturers and students to create quality, adaptive, and transformative art learning experiences.

Defending Cultural Identity Through Nusantara Dance Learning: An Empirical Study on FBS UNNES Students

Utami Arsih, Eko Raharjo, Restu Lanjari, Siti Aesijah, Sriyadi Sriyadi — Mon, 30 Jun 2025 00:00:00 +0700

In the era of globalization that erodes local values, the defense of cultural identity is urgently needed, especially among the younger generation. This study explores how the Nusantara dance learning in the FBS UNNES Dance Education Study Program contributes to strengthening students' cultural identity. Using a qualitative approach with a case study method, data were collected through observation, in-depth interviews, and academic documentation. The results showed that integrating traditional dances, such as Tari Saman, Ngarojeng, Srikandi Yudha, and Jaran Goyang, into the curriculum improved students' artistic skills and fostered awareness and pride in local culture. Students experience identity transformation from connoisseurs to active cultural actors through practice, performance, and community service. This study recommends strengthening culture-based pedagogy, improving infrastructure, and cross-community collaboration as a strategy for cultural preservation sustainability in the higher education environment.

English Teachers’ Perceptions and Challenges in Implementing Kurikulum Merdeka in Rural Schools: A Conceptual Analysis

Panji Abdillah, Sri Wahyuni — Tue, 01 Jul 2025 00:00:00 +0700

The Kurikulum Merdeka or Emancipated Curriculum represents a major educational reform in Indonesia, fostering resilience in the learning process using student-centred learning methods. However, implementing this new curriculum in rural areas encounters various challenges. This conceptual analysis examines English teachers’ perspectives and challenges in rural areas as they implement this new curriculum. Drawing on previous research findings, this study highlights teachers’ support for the curriculum goals, such as fostering students’ independence, critical thinking, and learning flexibility. While also identifying systematic barriers, such as inadequate infrastructures, professional training, and student readiness. The findings underscore the vital role of teacher agency in adapting curriculum to the local contexts, along with the need for circumstantial support systems. Recommendations included professional training enhancement, infrastructure equalization, local community engagement development, and ensuring that policymakers help bridge the gap between the curriculum vision and the reality faced in rural areas.

Additional Readings from Online Resources for 1st Grade of Elementary School Students

Anggun Kartika Setyaning Pratiwi, Alief Noor Farida — Wed, 09 Jul 2025 00:00:00 +0700

This study analyzes the alignment between digital reading materials on Let's Read Asia and LiteracyCloud.org with the literacy development needs of first-grade elementary school students based on Indonesia’s Emancipated Curriculum. Using a qualitative descriptive method, selected texts from the two platforms were examined for their relevance to foundational literacy competencies, including vocabulary development, reading comprehension, and phonemic awareness. The findings reveal that the texts demonstrate strong alignment with the curriculum regarding linguistic simplicity, contextual relevance, visual support, and the promotion of character values consistent with the Profil Pelajar Pancasila. These reading materials are also categorized by literacy level and freely accessible, supporting inclusive and equitable education. The discussion confirms that the results are consistent with previous studies highlighting the effectiveness of digital picture storybooks in enhancing early reading motivation and comprehension. Therefore, Let’s Read Asia and Literacy Cloud are valuable supplementary resources to support early literacy instruction in line with the Emancipated Curriculum.

Students’ Perception of the Use of Instagram as Social Media to Enhance Their Speaking Skills

Cahyo Indra Lukmana, Arif Suryo Priyatmojo — Sat, 19 Jul 2025 00:00:00 +0700

This book chapter explores students' perceptions of using Instagram as a medium to support speaking skills within the context of self-directed learning. Through a descriptive qualitative approach, data were collected from interviews and questionnaires involving students of the English education study program. The results show that most students have a positive perception of using Instagram, as this platform provides space for flexible, interesting, and relevant speaking practice in everyday life. However, several obstacles were also encountered, including distractions and limited academic resources. This chapter concludes that Instagram has great potential to support the development of speaking skills, especially if used in a directed manner and integrated with learning objectives. It indicates that most students have a positive perception of using Instagram to enhance their speaking skills. Instagram features such as videos, reels, and captions are considered to help students practice speaking independently and build self-confidence. Additionally, interactions through comments or responses from other users offer further motivation for students to continue practicing. However, several challenges were also identified, including impaired focus due to non-educational content and a lack of control over the quality of the material accessed. Nevertheless, the use of Instagram is considered effective as a supporting medium for speaking and learning, especially when used in a focused and responsible manner. These findings provide positive implications for the development of technology-based learning strategies that encourage students' self-directed learning.

Directed Reading Thinking Activity as an Alternative Strategy to Improve Reading Comprehension

Debora Ayu Natalia, Yusnita Sylvia Ningrum — Sun, 27 Jul 2025 00:00:00 +0700

Reading comprehension is a crucial element of learning a language. It helps you do well in school and learn how to think critically. However, many students still have problems understanding texts since they don't think about them sufficiently and read them passively. The Directed Reading Thinking Activity (DRTA) is a novel education technique that can help students grasp what they read better, especially when studying English as a Foreign Language (EFL). DRTA concentrates on prediction, verification, and reflection, which keeps readers interested before, during, and after reading. DRTA helps students become better readers and learn more about texts by making them think critically and be aware of their thoughts. The essay makes the case for DRTA as a helpful student-centered, inquiry-based technique by combining its theoretical underpinning, primary arguments, and real-world impacts. It also discusses how DRTA fits with current ways of teaching reading and writing and includes ideas for applying the method in the classroom to get students more interested in reading and writing.

The Utilization of Digital Comics to Enrich Students’ Vocabulary Knowledge

Firdha Cintya Prihatiningtyas, Izzati Gemi Seinsiani — Sun, 27 Jul 2025 00:00:00 +0700

This study aims to explore the utilization of digital comics in improving students' vocabulary acquisition in English Education, Universitas Negeri Semarang. The background of this study is based on the need for a more contextual and engaging vocabulary learning method compared to traditional approaches such as word memorization. Using a descriptive qualitative approach, through semi-structured interviews and open-ended questionnaires. The results showed that digital comics are an interesting and fun medium, supporting vocabulary learning through narrative context, visualization, and increased learning independence. The conclusion of this study emphasizes the need for instructional support to optimize the effectiveness of using digital comics. The contribution of this study lies in the utilization of interactive visual media as a bridge between conventional vocabulary learning methods and modern technology-based learning approaches.

AN EXPLORATION OF EFL SPEAKING CHALLENGES FROM THE PERSPECTIVE OF PARTICIPANTS OUTSIDE THE SCHOOL ENVIRONMENT

Hilda Jauharatul Maqnunah — Sat, 02 Aug 2025 00:00:00 +0700

This study investigates the challenges English as a Foreign Language (EFL) learners face when speaking English outside of a formal school environment. It delves into internal and external factors contributing to these challenges, aiming to offer a comprehensive understanding and actionable solutions. The findings reveal significant internal barriers. Psychological factors play a crucial role, with 50% of respondents reporting nervousness when speaking in front of others and 58.3% feeling embarrassed or lacking confidence if corrected. This highlights how anxiety and self-doubt can impede communication despite a genuine interest in the language. Linguistic challenges are also prominent: 58.3% found English pronunciation difficult, 50% struggled with sentence structuring, and 41.7% acknowledged vocabulary limitations affecting their speaking ability. These linguistic hurdles directly impact learners' capacity to express themselves effectively. External factors further exacerbate these issues. A notable 41.7% of respondents felt their environment was unsupportive for English practice, and 83.3% reported only occasional English speaking, indicating a severe lack of consistent practice opportunities. Additionally, 33.3% attributed their difficulties to insufficient teacher guidance during their schooling, and 58.3% struggled to find English conversation partners. Despite these obstacles, learners demonstrate remarkable resilience, actively leveraging technology such as videos, language applications, and subtitled media. Self-directed practice, including speaking to oneself and mimicking native speakers, also emerged as a vital strategy. In conclusion, overcoming EFL speaking challenges necessitates a holistic approach addressing emotional and practical constraints. Recommendations include fostering supportive community-based learning environments, integrating technology for independent study, promoting collaborative learning, and implementing confidence-building interventions. Teacher training should also emphasize strategies for motivating reluctant speakers. By adopting these measures, stakeholders can create more conducive environments, significantly enhancing learners' confidence and proficiency in real-world English communication.

The Use of the Directed Reading Thinking Activity (DRTA) Strategy in Enhancing Students’ Reading Comprehension

Nelfia Nelfia, Izzati Gemi Seinsiani — Thu, 07 Aug 2025 00:00:00 +0700

This study aims to investigate the implementation of the Directed Reading Thinking Activity (DRTA) strategy in enhancing students’ reading comprehension. The research employed a qualitative descriptive approach to explore how the DRTA strategy was implemented and to find out the students’ perceptions of using DRTA to enhance their reading comprehension skills. The data were collected through observations, interviews, and questionnaires. The findings revealed that the Directed Reading Thinking Activity (DRTA) Strategy can enhance students’ reading comprehension and foster critical thinking. Moreover, students perceive the DRTA strategy positively, significantly increasing their motivation and interest in reading skills. Additionally, this study suggests that the DRTA strategy should be implemented by combining digital tools and group-based activities to enhance the learning experience and make it more engaging and collaborative.

Genre-based approach in speaking activities of the English for Change textbook

Khotma Auladia Hanifa, Alief Noor Farida — Wed, 13 Aug 2025 00:00:00 +0700

A textbook is a fundamental tool in classroom teaching and learning, providing guidance and materials to understand the material topic. This study aims to analyze the Genre-based Approach (GBA) stages and genres represented in the speaking activities of an Indonesian EFL textbook entitled English for Change for eleventh graders. This qualitative study employs document and content analysis to evaluate 44 speaking activities in the students’ textbook published by the Indonesian Ministry of Education, Culture, Research, and Technology. The speaking instructions found in the textbook were categorized based on the four stages of the Genre-based Approach, namely Building Knowledge of the Field (BKOF), Modelling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). In addition, each chapter activity was analyzed to identify the genre it represents based on Derewianka and Jones' (2016) genre classification. The findings reveal that while the textbook fully implemented GBA stages, the distribution is imbalanced, with most activities focused on the MOT stage. The genre types represented in the textbook are descriptive, discussion, analytical exposition, and procedure. The results suggest that textbook developers need to include a wide range of genres and that teachers should critically select the activities based on students’ needs to improve their genre awareness and speaking skills more effectively. The findings show that the English for Change textbook integrates well with the Genre-based Approach.

Identifying Employees’ Perceptions and Language Needs: A Comprehensive ESP Analysis in a Multinational Automotive Manufacturing Company in Cikarang

Ananda Putri Zaza, Arif Suryo Priyatmojo — Thu, 14 Aug 2025 00:00:00 +0700

This study analyzes English for Specific Purposes (ESP) needs from employees' perspectives at a multinational automotive company in Cikarang. It identifies the specific English language skills required across various technical divisions—including Quality Control, Homologation, Vehicle Testing, Purchasing, and Engineering Design. Using a qualitative approach, we conducted in-depth interviews with employees, HR personnel, and managers (including expatriates). The research highlights significant gaps between employees’ current proficiency and actual job demands, explores their perceptions of existing ESP training, and proposes a tailored training framework based on real workplace needs. These findings contribute to the ESP literature by offering a multi-stakeholder, qualitative analysis and serve as a strategic guide for companies to design more effective language training programs.

Utilizing Digital Storytelling with Total Physical Response to Teach English Vocabulary for Young Learners: A Conceptual Analysis

Luthfia Rima Ayu Anjani, Sri Wahyuni — Fri, 15 Aug 2025 00:00:00 +0700

The Utilization of Digital Storytelling (DST) and Total Physical Response (TPR) offers a dynamic and well-integrated approach to teaching English vocabulary for young learners. This study aims to bridge the gap between theoretical frameworks and practical applications by examining how the synergy between visual-verbal and kinesthetic learning can improve English vocabulary. This study uses a conceptual analysis based on three main theoretical frameworks: Dual Coding Theory, Multimedia Learning Theory, and Total Physical Response Theory. This study examines how the delivery of Digital Storytelling and Total Physical Response can be combined effectively in vocabulary retention. The findings highlight that Digital Storytelling, with its visual, auditory, and narrative elements, enhances student comprehension, while Total Physical Response encourages active learners in the form of physical responses. Despite these benefits, this study has identified challenges, including limited infrastructure, the lack of teacher readiness, and time constraints in the classroom, that hinder the successful implementation of both methods. To overcome these obstacles, this study suggests adaptive strategies by utilizing low-tech learning, teacher collaboration in forums, and learning content adaptation. In addition, this study offers a comprehensive framework and recommendations that teachers and policymakers can follow to improve English vocabulary teaching.

YouTube as Informal Learning Media to Enhance English Vocabulary: Students’ Perception

Fadil Bena Musyaffa, Christianti Tri Hapsari — Sat, 16 Aug 2025 00:00:00 +0700

This study aims to examine how students utilize the YouTube platform, describe their perceptions of its use for informal learning, and identify the challenges they face in using it as a medium for improving English vocabulary. This study employed a qualitative method and a case study design with an open-ended questionnaire. Eighteen English language students at Semarang State University participated in the study. The data obtained were analyzed using thematic analysis, which identified themes from the collected data about students' perceptions. In this stage, the researchers analyzed the collected data to identify and formulate emerging themes related to students' perceptions. The findings of this study indicate that students perceive YouTube as a platform for improving their vocabulary. The majority of students expressed positive perceptions about using YouTube as a medium for informal vocabulary learning. However, the study also identified several problems frequently encountered by students, such as technical issues in internet usage and contextual issues with YouTube content, which could be used as a source of learning material. On the other hand, this study also found that students can increase their learning motivation because there is a variety of English content that they can use as vocabulary learning material.

The Use of Cooperative Learning’s Round Robin for the Implementation of Deep Learning to Enhance Students’ Speaking Skill

Zalfa Alya Salsabila, Puji Astuti — Wed, 20 Aug 2025 00:00:00 +0700

Although speaking fluency is widely recognized as a central and highly observable dimension of communicative competence, it continues to pose significant challenges for learners to master. These challenges are largely attributed to limited exposure to authentic language input and a lack of confidence among students. Many learners struggle to find opportunities for real-time communication, which is essential for developing fluency. Without sufficient practice in realistic settings, they may find it difficult to transfer passive knowledge into active speech. Round Robin, a cooperative learning technique, which encourages meaningful interaction and active student participation, presents a supportive platform for learners to articulate their thoughts and practice English in a low-anxiety setting. This model also encourages peer-to-peer learning, allowing students to benefit from each other’s strengths and perspectives. This pedagogical approach aligns closely with the principles of Deep Learning, which prioritizes higher-order cognitive processes such as analysis, evaluation, and creation, which are core components of sustained and deep intellectual engagement. This conceptual article investigates the impact of integrating Cooperative Learning through the Round Robin strategy within Deep Learning framework on the enhancement of English- speaking proficiency, particularly in English as a Foreign Language (EFL) contexts. The article proposes a theoretical lens for understanding how such integration may support the development of communicative competence in EFL classroom.

Teacher’s Strategies, Perceptions, and Challenges in Game-Based Vocabulary Teaching for Kindergarten Students

Fauzana Fauzana, Seful Bahri — Wed, 20 Aug 2025 00:00:00 +0700

This study examines teachers' strategies, perceptions, and challenges in implementing game-based English vocabulary teaching in kindergarten. It used a qualitative approach, and the data were obtained through analysis of a lesson plan and a semi-structured interview with a teacher at a kindergarten in Semarang City. The results showed that the teacher used various strategies such as interactive games, songs, flashcards, and repetition activities to support students' vocabulary acquisition. The teacher perceived game-based teaching as an effective method to create a more fun learning environment and increase student engagement. However, challenges in implementing game-based vocabulary teaching arise when students become too focused on the game, making it difficult to return their focus to the learning material. This finding highlights the importance of careful planning when implementing game-based learning. This study recommends further research into the long-term impact of game-based strategies.

Teamwork Makes Dream Work: Exploring the Impact of TGT on EFL Vocabulary Learning

Desiana Sri Rejeki, Sri Wahyuni — Wed, 20 Aug 2025 00:00:00 +0700

This chapter reports a Systematic Literature Review (SLR) on the implementation of the Teams-Games-Tournament (TGT) cooperative learning model for enhancing vocabulary acquisition among English as a Foreign Language (EFL) learners. Following the PRISMA framework, 35 empirical studies published between 2020 and 2025 were systematically identified, screened, and synthesized across varied educational levels and contexts. The review explores three key areas: (1) TGT’s effectiveness in improving vocabulary mastery; (2) its role in fostering learner motivation and engagement; and (3) challenges in implementation. Findings indicate that the Teams-Games-Tournament (TGT) effectively combines structured teamwork with competitive academic games, promoting active participation, peer interaction, and long-term vocabulary retention. Additional benefits include increased learner confidence and classroom involvement. However, recurring challenges such as uneven participation, time limitations, classroom management difficulties, and competition fatigue were noted. Suggested strategies include balanced role distribution, supportive media integration, and real-life vocabulary contextualization. By consolidating recent empirical evidence, this chapter provides theoretical insights and practical guidance for educators and researchers interested in adopting the Teams-Games-Tournament (TGT) as an engaging and effective approach to vocabulary instruction in EFL contexts.

EFL STUDENTS' PERCEPTION TOWARDS THE USE OF ENGLISH SUBTITLED YOUTUBE VIDEOS TO ENHANCE THEIR LISTENING COMPREHENSION: THE CASE OF ENGLISH EDUCATION STUDENTS OF UNIVERSITAS NEGERI SEMARANG

Raudlatul Firdaus Al Amanah, Issy Yuliasri — Fri, 22 Aug 2025 00:00:00 +0700

This study investigated the perceptions of English Language Education students at Semarang State University (UNNES) regarding the use of YouTube videos with English subtitles as a medium to improve their listening comprehension. Using a quantitative descriptive survey method, the study involved 61 students in their second, fourth, and sixth semesters. Data were collected through a questionnaire and open-ended questions that assessed three aspects of perception: cognitive, affective, and conative. The results showed that students positively perceived using YouTube videos with English subtitles. From the mental aspect, they believed that subtitles effectively helped students understand comprehension, context, and sentence patterns. From the affective aspect, students felt more motivated, confident, and comfortable learning using this media. Finally, from the conative aspect, these positive perceptions encouraged active learning behaviors, such as looking up the meaning of new words, replaying videos for related utterances, and trying to use learned phrases in everyday conversations. This study concludes that YouTube videos with English subtitles are a preferred and effective tool for students, improving listening skills and encouraging motivation and productive study habits.

STUDENT PERCEPTION OF TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS USING FLASHCARDS

Faizal Zulkarnain — Fri, 22 Aug 2025 00:00:00 +0700

This study aims to observe how fourth-grade elementary school students perceive using flashcards as a learning method for vocabulary acquisition. This study employs a qualitative research method. It will provide a detailed explanation of young learners, flashcards as a medium, and vocabulary, and draw conclusions based on the research conducted. The participants involved in this study were six people, namely five fourth-grade students and one English teacher. This study used data collection methods involving observation and interviews. The study results show that students prefer the flashcard learning method to traditional methods, such as writing what the teacher writes on the blackboard in their notebooks. In addition, students are also more enthusiastic about learning vocabulary using flashcards because of their attractive and simple design.

Exploring the Implementation of Pancasila Students Profile in the Reading Section of English Textbook the English for Nusantara

Alfa Reswara Rizqullah, Sri Wahyuni — Fri, 22 Aug 2025 00:00:00 +0700

Character education has received increased attention in recent years, notably in Indonesia, where the incorporation of national values into formal education has become a strategic objective. In response, the Ministry of Education established the Pancasila Student Profile, which includes six Pancasila values: faith and devotion to God Almighty, global diversity, collaboration, independence, critical thinking, and creativity. While textbooks are key tools for communicating these principles, few research have examined how the values are mirrored directly in the reading portions of EFL materials, particularly at the junior secondary level. This research looks at the extent to which the six Pancasila ideals are entrenched in the reading passages of the English for Nusantara Grade VIII textbook. Reading materials were classified thematically using official indicators and then examined for contextual relevance and depth using a qualitative content analysis technique. The findings show that all six values are present, but in variable amounts, with collaboration and critical thinking being the most prominent, while faith and devotion to God Almighty being severely underrepresented. The findings demonstrate the potential of reading materials as character development aids, but they also expose weaknesses in value integration and framing. It is argued that a more balanced and clear approach is required to maximize the textbook's role as both a moral and linguistic resource. These findings imply that textbook developers should ensure a more equitable distribution of values across reading texts, especially those that are frequently overlooked. Teachers are also invited to lead student conversations that help them analyze and reflect on the ideals embodied in the readings. Furthermore, curriculum designers could consider offering more specific directions to improve value integration through reading passages in English textbooks.

Analysis of Cultural Representation in English Language Books for the Merdeka Curriculum of Secondary School

Anna Faizatussholekhah, Christianti Tri Hapsari — Fri, 22 Aug 2025 00:00:00 +0700

This study analyzes cultural representation in English-language books used in the Merdeka Curriculum for secondary schools. Using a descriptive qualitative approach and content analysis method, this study examines three textbooks officially published by the government. The first book is Think Globally Act Locally: English for Grade X, the second is Bahasa Inggris untuk SMA/MA Kelas XI, and the third is English for Grade VIII. The analysis results indicate that foreign cultures, especially Western cultures, dominate Indonesian culture, which appears in a limited manner and is often not contextualized deeply. The representation of culture in these books is often only symbolic and fails to explore existing cultural values thoroughly. This imbalance has significant potential to influence the formation of students' cultural identity and weaken their understanding of Indonesian cultures. Therefore, it is necessary to strengthen the content of local culture in English textbooks to promote learning that is more contextual, inclusive, and reflective of national values.

Content Standard Analysis in the Formative Assessment of Textbook English for Nusantara

Uswatun Hasanah, Sri Wahyuni — Fri, 12 Sep 2025 00:00:00 +0700

This research analyzes the integration of formative assessment principles in the English for the Nusantara textbook for Grade VIII, which serves as the official learning resource in the Emancipated Curriculum. Using a qualitative content analysis approach, this study evaluates how the textbook's tasks across the four language skills listening, speaking, reading, and writing align with the principles of formative assessment and Phase D learning outcomes. The research findings indicate that the English for Nusantara Grade VIII textbook aligns with the objectives of the Emancipated Curriculum and demonstrates the integration of formative assessment principles through reflective and process-oriented learning activities. The inclusion of a “Learning Reflection” sheet in each chapter provides students with opportunities to observe their learning experience, recognize challenges, and reflect on their progress. However, while reflection and self-assessment components are well represented, structured feedback and revision opportunities are not yet consistently implemented across all tasks. Therefore, strengthening these formative elements would further enhance the textbook’s role in supporting continuous improvement and realizing the learner-centered vision of the Emancipated Curriculum. These findings contribute to the improvement of textbook design and offer insights for teachers, policy makers, and curriculum developers in improving formative practices in English language education.

EXPLORING THE ROLE OF MOVIES IN ASSISTING ENGLISH SPEAKING SKILLS FOR ADULT LEARNERS: A SYSTEMATIC LITERATURE REVIEW

Rocky Andrian Sanjaya, Girindra Putri Dewi Saraswati — Fri, 12 Sep 2025 00:00:00 +0700

English speaking ability is essential in today's globalization era, especially for adult learners who need communication skills for work, social, and academic purposes. However, the learning process often faces obstacles and challenges such as limited study time, lack of self-confidence, lack of motivation to learn, and less relevant and effective learning methods. This article aims to explore the role of film media in helping adult learners improve their English speaking skills through a systematic literature review approach. This study analyzed journal articles from 2015 to 2025 relevant to the topic discussed and used inclusion and exclusion criteria to ensure data validity. The results showed that film acts as an authentic input source by presenting a variety of verbal and non-verbal expressions, enriching vocabulary, and improving pronunciation, intonation, and fluency. Film can also increase the intrinsic motivation of adult learners through entertainment elements, emotional involvement, and flexibility in learning. Shadowing and dialogue imitation techniques effectively train learners' phonological sensitivity and speaking skills. However, challenges such as difficulty understanding idioms and accents, lack of teacher training, and technical limitations remain obstacles that must be overcome. With the right approach, utilizing films can be an innovative solution for learning to speak English in a contextual and meaningful way for adult learners.