EXPLORING STUDENTS’ VOICES ON SNBT ENGLISH LITERACY: A NARRATIVE INQUIRY APPROACH

This research study examines the challenges encountered by high school students in Indonesia while acquiring English literacy skills for the National Selection Based on Test (SNBT) examination. The research uses a narrative inquiry methodology to gather qualitative data from two participants who come from diverse backgrounds. The researcher aims to gain a thorough understanding of the participants' experiences, perceptions, and challenges associated with the SNBT examination. Using open-ended questions and probing techniques, the researcher was able to identify recurring themes, patterns, and significant insights. Thematic analysis was employed to identify and analyze the main themes and sub-themes that emerged from the respondents' narratives. The findings of the research indicate that language, psychological, and environmental challenges were identified as the primary obstacles. The findings underscore the significance of catering the varied learning needs of students, including language support and personalized instruction. Moreover, offering explicit guidance on the format and requirements of the SNBT test can better prepare students for success. Additionally, integrating technology, such as online resource and tools, into the language curriculum can enhance engagement and provide valuable learning opportunities. These recommendations aim to empower students by equipping them with the necessary tools and support to navigate the challenges of English literacy acquisition and excel in the SNBT examination. 

LMS-DRIVEN HOTS READING MODEL FOR HIGHER EDUCATION ENHANCEMENT

This research aims to implement the Learning Management System of the Learning Process for developing a reading instruction model based on HOTS. Conducted the research in a private university in Kuningan, West Java, Indonesia. At present, one of the private tertiary institutions in Kuningan during COVID-19 is conducting lectures in a virtual class using Moodle in the learning process with the e-class, a part of the LMS. With the implementation of a virtual class in the form of Moodle used by the students of a private university in Kuningan, it is hoped that it can improve the reading instruction model based on higher-order thinking skills. This research is a kind of research and development or Research and Development (RD) to produce products and test the feasibility of products, where the products developed are in the form of a reading instruction model based on HOTS using the ADDIE development model (Analysis, Design, Development and Implementation, Evaluation). The results are very effective in using this model, as seen from the test results obtained by students in the class

THE IMPACT OF PROJECT-BASED LEARNING AND PROBLEM-BASED LEARNING ON WRITING SKILLS: A COMPARATIVE STUDY ON EXTROVERTED AND INTROVERTED INDONESIA EFL STUDENTS

This study aimed to investigate the effectiveness of Project-Based Learning (PjBL) and Problem-Based Learning (PBL) on enhancing the writing skills of students, considering their extroverted or introverted personality traits. The objective was to explore how different teaching strategies might yield varying results depending on the students' personalities. Employing a quasi-experimental design with a time-series approach, the research methodology included pre-and-post assessments, classroom observations, self-assessment tools for evaluating students' writing competencies, and questionnaires to determine their preferences. The research utilized three distinct forms of tests, revealing that the significance (Sig.) value stood at 0.005, which is below the 0.05 threshold for significance. This indicates a differential impact of PjBL and PBL on the writing abilities of introverted students. Conversely, for extroverted students, the significance value derived from the data was 0.300, exceeding the 0.05 level. This outcome suggests acceptance of the null hypothesis (Ho) and rejection of the alternative hypothesis (Ha), meaning there was no discernible difference in the effectiveness of the two strategies for extroverted students. Participants in the study were fourth-semester English Department students at the University of Sultan Ageng Tirtayasa (Untirta). The findings revealed that introverted students experienced variations in their writing skills when exposed to both PjBL and PBL, with these methods significantly influencing their writing abilities. In contrast, extroverted students did not show notable differences in their writing skills under the same teaching strategies, indicating that both PjBL and PBL were equally effective for them. This study underscores that the choice of teaching method can have varying impacts on the writing skills of students, particularly when considering their introverted or extroverted nature. It highlights that extroversion and introversion may play a role in how students respond to different educational approaches in the context of enhancing their writing skills

A DEVELOPMENT OF ENGLISH LEARNING COMPANION USING IMMERSIVE VIRTUAL REALITY APPLICATION

This research developed an educational application based an immersive virtual reality application using a 360-degree camera and a software engine called Unity. The content in the application contains conversations with topics given in the English II course and listening comprehension skill exercises tailored to the needs of users, especially for Computer Science Faculty Students. Each exercise is given a score or value to monitor the improvement of students' listening skills before and after using the application. This research is part of Research and Development (R D) research. In this study, a descriptive qualitative approach was used to explain the process, appearances, and results of application validation by six English lecturers. The result of this research was  an immersive-based educational application with virtual reality technology for listening comprehension exercises using several features like text to speech, rotating 360-degree ability, and scoring system. This application achieved a validation value of 94 percent.The highest value of the validation results was the suitability of the application to the needs of students, while the lowest value of this application was the video display which still has to be improved again

IMPLEMENTATION OF ANDROID-BASED AUGMENTED REALITY IN ENGLISH EDUCATION

The aim of this study was to leverage augmented reality (AR) technology in enhancing English language learning, focusing on the development and evaluation of AR-based learning media for educational use, particularly at SD IT Imam Syafe’i. The study encompassed a comprehensive approach, starting with an analysis of existing educational tools to identify the need for AR in language learning, followed by the design and development of an AR framework tailored for English education. This process included expert evaluations and revisions to ensure the quality and effectiveness of the AR tools. The implementation phase involved testing the AR media in an educational setting and analyzing its impact on students' critical thinking and digital literacy through various quantitative methods. Finally, the study evaluated the practicality and user-friendliness of the AR learning media based on student feedback, aiming to provide insights and resources for educators and institutions interested in integrating advanced technology into their teaching practices, with potential applications extending to school-based and Islamic boarding school-based university environments.

MULTIMODAL CONTENT ANALYSIS OF 21ST CENTURY SKILLS IN AN ENGLISH TEXTBOOK

English textbooks are a valuable tool for promoting the development of 21st century skills. Meanwhile, multimodal texts in textbooks are employed by authors to convey meaning through verbal and visual modes, thus necessitating the adoption of multimodal analysis as the most efficacious method for its elucidation. Regrettably, there exists a dearth of literature concerning the application of this approach for analyzing textbooks. To fill this gap, the study examined 21st century skills in an English textbook. This study used content analysis with multimodal social semiotic approach. The subject of the study was an English textbook “English for Nusantara” for the seventh-grade students. The result shown that critical thinking and problem-solving skill was the most frequent type. However, the study did not find any mention of media literacy, and there were only a few instances of economic literacy and global awareness. It is suggested that future revisions should include them. Moreover, English teachers are urged to actively participate in the process of textbook selection and augment the instructional materials with supplementary resources to mitigate any inadequacies of the textbook

UNVEILING STUDENT PERSPECTIVES: EXPLORING THE IMPACT OF GAMIFICATION IN ENGLISH LANGUAGE TEACHING

This study examines the impact of gamification on English language teaching, focusing on student engagement, motivation, and overall learning experiences. To address a research gap in understanding the specific effects of gamified learning environments in this context, this qualitative research adopts a case study design, employing semi-structured interviews with ten students attending Islamic Senior High Schools. Thematic analysis reveals three main themes: Positive Impact on Engagement and Attitude, Motivation Through Competition, and Effective and Enjoyable Learning Activities. Participants have observed increased class attendance, a boost in their enthusiasm, and positive attitudes toward learning English, attributing these changes to gamification. The findings indicate that gamification not only positively has a beneficial impact on both student engagement and motivation but also enhances the overall learning environment. Implications for educators and policymakers involve the potential integration of gamified strategies to create dynamic, attractive language learning environments. The study provides new insights into the existing body of knowledge on the use of gamification in education, emphasizing the need for future investigation into its long-term effects on language competency and cultural contexts

WHO SPEAKS LOUDEST? EXPLORING THE DYNAMICS OF STUDENTS' VOICES IN THE DIGITAL AGE WITH WIZER.ME IN MODERN TEACHING

This study emphasizes the need for digital adaptation in contemporary teaching techniques and recommends utilizing the website Wizer.me as an effective instrument to achieve this need. Exploring the dynamics of students' voices in the digital age with Wizer.me in modern teaching is the topic of this study. The study is to investigate students' perspectives on the Wizer.me platform in teaching and learning, as well as its integration with conventional teaching techniques. This study used survey research method. The participants were seventh-grade students at SMPI Almaarif 01 Singosari Malang. According to the study, Wizer.me is an online learning platform that has a positive impact on student engagement, and personalized learning and promotes student-centered learning. The data will be statistically analyzed using descriptive techniques. The result indicated that 86,7% of students had utilized Wizer.me for their assignments, 100% of students liked using this platform, and 33,3% of students frequently use Wizer.me more than two times. Moreover, 73.3% of students preferred using the Wizer.me platform over traditional methods in the learning process, and 100% of students agree that they understand better acquiring the material using this platform than traditional techniques. Hopefully, the study's findings will be of major benefit to educators and those involved in the integration of educational technology, supporting breakthroughs and improvements in the learning environmen

FIGURATIVE LANGUAGE AND SPEECH ACTS IN "THE ADVENTURES OF SHERLOCK HOLMES": A STUDY ON DESCRIPTIVE TEXTS

Abstract This study explores the intricacies of figurative language and speech acts within five selected short stories from "The Adventures of Sherlock Holmes." Through a qualitative analysis grounded in the theories of Austin and Searle for speech acts, and further supported by the descriptive insights of figurative language as discussed by Adiwangsa Sakinah (2023) and Ampa Quraisy (2018), this research aims to identify the dominant types of speech acts and the underlying meanings conveyed through figurative expressions. The methodology encompasses content analysis, with the researcher herself acting as the primary instrument, supplemented by digital tools for text examination. The findings reveal the prevalence of directive, expressive, and representative speech acts manifested in similes, metaphors, and metonyms, underscoring the significance of these linguistic features in enhancing the interpretative richness of literary texts. This study contributes to the broader discourse on linguistic analysis in literature, offering insights into the dynamic interplay between language form and function, and its educational implications in English Language and Arts curricula.

STUDENTS’ PERCEPTIONS OF USING INSTAGRAM REELS AS MOBILE-ASSISTED LANGUAGE LEARNING TO IMPROVE SPEAKING SKILLS

Instagram is one of the mobile apps to assist language learning. The most widely used social networking platform globally right now is Instagram. This study aimed to investigate the perspective of university students on using Instagram reels as mobile-assisted language learning to improve speaking skills whether they had a negative or positive perception of it. This study utilized a descriptive qualitative approach and the research instrument used a closed and open-ended questionnaire with 66 respondents from the first until the seventh semester. This study found that the majority of students have a positive perception of using Instagram reels in speaking skills. Students believe that this tool is comfortable and fun to develop a new atmosphere in learning to speak, it also increases their motivation because Instagram reels provide interesting content for improving their speaking skills, they can find many Instagram accounts that post more about English lessons with short duration even though students sometimes get a distract cause of random video but they already know their own goals to practice consistently every day and everywhere. Through this tool, students gain a lot of vocabulary from the video, quotes, caption, or comment section that is very helpful for them to improve their speaking performance especially when they are engaged in communication with other people both inside or outside classroom practice