LEXICAL ERRORS AND FALSE COGNATES IN CROATIAN EFL LEARNERS: CHALLENGES AND PEDAGOGICAL IMPLICATIONS

Lexical errors and false cognates pose significant challenges for Croatian learners of English as a Foreign Language (EFL), often leading to miscommunication and reduced linguistic accuracy. This study examines common lexical errors arising from direct translation, semantic misinterpretation, and interference from Croatian, with a particular focus on false cognates—words that appear similar in both languages but have different meanings. Using a mixed-method approach, data were collected through error analysis of student writing samples and teacher observations from Croatian EFL classrooms. The findings reveal that Croatian learners frequently misapply English vocabulary due to phonetic and semantic similarities with Croatian words, leading to errors that hinder fluency and comprehension. Additionally, the study explores how limited exposure to authentic English input and insufficient focus on lexical differentiation in curricula contribute to these errors. Pedagogical strategies such as contrastive analysis, explicit vocabulary instruction, and corpus-based learning are recommended to mitigate these issues. This research underscores the need for targeted interventions in Croatian EFL teaching to enhance lexical competence and foster more accurate language use among learners

DEVELOPING AN INNOVATIVE ENGLISH GRAMMAR LEARNING MODULE TO IMPROVE WRITING SKILLS IN JUNIOR HIGH SCHOOLS

Writing skills are one of the essential components in mastering a language, apart from other linguistic skills. Writing demands a profound understanding of language structure, particularly grammar. The current junior high school (SMP) curriculum integrates grammar materials into various learning modules, often causing students to be unaware that they are learning grammatical concepts. This development research aims to design an effective grammar learning module, with the hope to (1) facilitate students' understanding of grammatical concepts, (2) enhance student's writing skills with an emphasis on grammatical aspects, (3) assess the suitability of the learning module with the writing learning needs at the junior high school level, and (4) obtain feedback from educators and students regarding the implementation of the module in schools in Bekasi City. This research adopts the Research and Development (R&D) model following the 4-D model stages: definition, design, development, and dissemination. Data collection was conducted through interviews and questionnaires. Experts in content, media, and language performed module validation. The research results indicate that the implementation of the grammar learning module can have a positive impact on improving students' writing skills, as reflected in the increased writing test scores

MAPPING PHONOLOGICAL CHANGE: A GEOLINGUISTIC STUDY OF /W/ AND /B/ VARIATION IN BAHASA JAWA CIREBON

Phonological difference between geographical areas is a primary topic for dialectology and sociolinguistics, especially in multilingual settings like Indonesia. Previous studies of Cirebon Javanese have been mostly concerned with lexical matters and general dialect groupings, whereas the more detailed phonemic differences and their geographical dynamics are understudied. Previous studies of Cirebon Javanese have been mostly concerned with lexical matters and general dialect groupings, whereas the more detailed phonemic differences and their geographical dynamics are understudied. This research is intended to describe the spatial distribution of consonantal phonemes /w/ and /b/ in Cirebon Javanese and identify points of conservatism and innovation. This research applied a descriptive qualitative research design, with data obtained from 534 respondents from 267 villages in four distinct areas (North, East, Central, and Northwest Cirebon). The five key lexical items that showed variation between /w/ and /b/ were examined through structured interviews, phonological coding, and geospatial analysis with the help of QGIS. The /w/ phoneme was predominantly present in the Northern and Eastern regions, with archaic linguistic features. The /b/ phoneme was discovered to be more prevalent in Central Cirebon, with phonological innovation as a result of urbanization and contact with Standard Indonesian. Also, transitional zones with merged forms were discovered in Northwest Cirebon. The geographical, social, and contact factors influence the phonological variation of Cirebon Javanese. This research underscores the need to incorporate spatial technologies into sociophonological investigation and informs a more nuanced understanding of dialect change in multilingual settings. Theoretically, it advances micro-level geolinguistic analysis; practically, it aids dialect documentation and preservation.&nbsp

ICT BARRIERS IN EFL REMOTE EDUCATION: COMPARATIVE EXPERIENCES OF SENIOR HIGH SCHOOL TEACHERS ACROSS SCHOOL TYPES IN WEST JAVA, INDONESIA

The COVID-19 pandemic has disrupted education globally. In response, the Indonesian government mandated an immediate transition to virtual teaching. However, the rapid transformation was associated with unprecedented challenges and complications. This qualitative study investigates the experiences of 24  EFL senior high school teachers in West Java, Indonesia, representing diverse school backgrounds. The study illustrated that the teachers faced various challenges categorised into three significant aspects: 1-Technological/Technical (equity and accessibility, bandwidth, technological support), 2- Students (lack of motivation, time management, changed behaviour), and 3-Facilitator's abilities (limited ICT abilities, burnout, workload). Specifically, urban public high school teachers failed to keep students engaged and motivated in online classrooms. In contrast, rural public senior high school instructors encountered severe technical hurdles, such as inadequate internet access and limited digital equipment, making it challenging to prepare interactive classes. Furthermore, private senior high school instructors were unprepared for online education and battled to keep their pupils engaged and motivated. Furthermore, private Islamic school teachers had a particular issue connecting their teaching techniques with Islamic beliefs, which complicated digital tools and platforms. The study suggests that EFL teachers require extensive support networks, focused interventions, and specialised training to address these issues

POSTHUMANIST APPLIED LINGUISTICS: A TRANSPARENT ASSIGNMENT FOR WRITING RESEARCH PROPOSAL ABSTRACTS

Students had limited knowledge of posthumanism in applied linguistics. The assignment aimed to deepen their understanding while advancing academic and research skills. In the context of posthumanist thought, AI and chatbots are making digital technology increasingly essential in foreign language use and instruction. In posthumanist thought, machines are integral enhancements that merge with human cognition, expanding linguistic processing, multilingual interaction, and knowledge production. Pennycook’s concept of Posthumanist Applied Linguistics builds on this notion, challenging us to rethink cognition, language learning, and the interdependence of humans with nonhuman and technological entities. This study aims to discover whether doctoral students are prepared to conduct research within this emerging framework of applied linguistics. As part of the IKU 7 initiative, nineteen doctoral students enrolled in an advanced applied linguistics course were tasked with exploring this new perspective. They were guided through a transparent assignment design to develop research proposal abstracts. The design, rooted in inclusive pedagogy, ensures all students can learn by providing suitable conditions tailored to their unique needs. Quantitative analysis of the submitted abstracts revealed that students struggled to identify suitable research topics within this novel framework, due to a lack of practical knowledge in research methodology and limited understanding of posthumanist principles. Consequently, many students produced unclear titles and abstracts, with 11 out of 19 (over half) omitting the methodology sectio

SCHOOL LEADERSHIP AND POLICY IN IMPLEMENTING UNDERSTANDING BY DESIGN: A COMPARATIVE CASE STUDY IN ENGLISH TEACHING MODULES

Effective teaching relies heavily on intentional instructional planning that aligns learning goals, assessments, and activities. The Understanding by Design (UbD) framework, known for its backward design approach, has been adopted within Indonesia’s Merdeka Curriculum to promote coherence and purpose in learning. However, its implementation across schools varies significantly, often shaped by leadership practices and local policy enforcement. This study investigates how school leadership influences the implementation of UbD in English teaching modules at two public secondary schools in Bogor City. Employing qualitative content analysis, the research draws on data from curriculum documents, semi-structured teacher interviews, and classroom observations. Findings reveal that one school demonstrates effective UbD integration, driven by assertive leadership, clear policy communication, and routine monitoring. In contrast, the second school shows fragmented implementation due to limited leadership involvement and a lack of institutional reinforcement. These contrasting cases highlight that while teacher understanding is necessary, school leadership plays a pivotal role in translating national curriculum mandates into coherent instructional practice. The study underscores the importance of proactive leadership and coordinated policy support to ensure the consistent and meaningful adoption of curriculum frameworks like UbD in schools.&nbsp

ENHANCING SPEAKING SKILLS IN HIGHER EDUCATION THROUGH CANVAS LMS: A STUDY IN BANDA ACEH

This study examines the effectiveness of Canvas, a web-based Learning Management System (LMS), in enhancing the speaking proficiency of first-semester students majoring in Psychology at Universitas Muhammadiyah Aceh, Indonesia. A quasi-experimental design was employed, with 30 students divided into 15 in the experimental group (Canvas) and 15 in the control group (Zoom). Both groups participated in five online learning sessions, with the first serving as a pre-test (offline), the next three as treatment sessions (online), and the final meeting as a post-test (offline). Students' speaking skills were assessed based on Vocabulary, Pronunciation, Grammar, Fluency, and Content aspects. Statistical analysis using paired sample t-tests in SPSS 26 confirmed significant improvements in all five speaking aspects for both groups, though the Canvas group outperformed the Zoom group across all measures. The results indicated that Canvas facilitated better engagement, structured learning, and interactive communication tools, leading to higher mean scores in Vocabulary and Fluency. A post-study questionnaire also revealed strongly positive student perceptions regarding Canvas's effectiveness in task submission and online learning accessibility. These findings support the integration of Canvas LMS in higher education curricula and have practical implications for EFL educators, policymakers, and curriculum designers in optimizing digital learning strategies. The study stresses Canvas as a pedagogically effective platform for developing students' communicative competence in English

TRANSFORMATIVE TEACHERS AND DIFFERENTIATED ENGLISH INSTRUCTION: ENHANCING STUDENT MOTIVATION AND LEARNING OUTCOMES

Modern classrooms demand teaching approaches that address diverse learning needs. This study examines how transformative English teachers implement Differentiated Instruction (DI) to enhance student motivation and learning outcomes, combining adaptive pedagogy with equitable education practices. Using a qualitative case study design, the research focused on two experienced Indonesian English teachers trained in DI through the Guru Penggerak program. Semi-structured interviews explored their DI implementation strategies and impacts on learners. Results showed DI significantly boosts engagement when teachers tailor instruction to individual needs through flexible grouping, tiered assignments, and multimodal assessments. Students demonstrated greater motivation when expressing understanding through varied formats like videos, podcasts, or traditional essays. The approach also improved academic performance by aligning with different learning preferences and readiness levels. The study concludes DI creates inclusive classrooms that foster both academic growth and 21st-century skills when implemented effectively. Recommendations include investing in teacher training, providing DI resources, and incorporating flexible assessment policies. Future research should investigate DI's long-term effects across diverse educational contexts

IMPLEMENTING MULTIMODAL PEDAGOGY FLIPPED CLASSROOM (MPFC) TO PROMOTE EFL STUDENTS’ SPEAKING ABILITY AND THEIR AUTONOMY

Multimodal Pedagogy Flipped Classrooms (MPFC) are well regarded for professional, pedagogical, and practical contributions to classroom practices in global context. Yet, Indonesian education setting has not provided significant attention, and the implementation of MPFC should be cultivated further for its benefit in language learning. Therefore, the present study investigates the impact of the MPFC to promote students' performance of speaking skill, measure the relationship of speaking ability and their level of autonomy, and exploring students' perception of MPFC implementation. The study conducted a mixed method which involved sixty students learning English as a foreign language from a private university in Indonesia and 6 selected students for interviews data collection. The quantitative research mediated MPFC for experimental class and product-based approach for control class while the qualitative research design using classroom observation and semi-structured interviews. The obtained data were analyzed using independent t-test and ANOVA for quantitative purpose, and thematic analysis to interview. The results show a profound difference in students' speaking from the pretest (M=77.00 SD=4.85) to the post-test (M=80.90 SD=3.12). Moreover, the relationship between their speaking skill and autonomy reveal betterment after MPFC implementation (t-value 0.003). Students perceive positively toward this pedagogical intervention including their experience, challenges, and their strategy to cope with challenges found.  The implications and recommendations of the study are also discussed.  &nbsp

FROM CLASSROOM TO CLINIC: AN ANALYSIS OF ENGLISH FOR NURSING CURRICULUM IN INDONESIA

Effective communication in healthcare requires nursing professionals to possess strong language proficiency. However, English for Nursing curricula often lack alignment with real-world linguistic demands. This study analyzes an English for Nursing curriculum at a private institution in Indonesia, examining its ideological foundation, curricular model, and alignment with language proficiency requirements. Using content analysis, the research evaluated course syllabi, learning modules, and institutional curriculum guides through the lens of Tyler’s (1949) curriculum rationale and Richards’s (2001) language curriculum ideologies. Findings revealed that while the curriculum emphasized social-economic efficiency, academic rationalism, and professional competency, gaps remained in integrating English proficiency with clinical communication skills. The study highlighted limitations in curriculum design, including inadequate exposure to authentic professional discourse and a misalignment between learning activities and workplace communication needs. These insights inform curriculum development strategies, emphasizing the need for industry-aligned instructional practices and policy reforms. The findings contribute to nursing education discourse in Indonesia and globally, advocating for curricula that better prepare students for professional communication in clinical settings