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SQ3R Method as an Alternative Pedagogical Strategy to Enhance Students’ Reading Comprehension
Full text linkSQ3R Method is systematic method that can enhance students’ reading comprehension. This method has five steps that should completely implement it. Firstly, survey step which we are surveying the table of contents and the tittle of the book or text will be read. Secondly, question step which we are questioning the unclear sentences in the previous step. The last step is 3R (Read, Recite and Review). Read is the main step of this method which we are reading the whole text. Recite step is the step which we must jot down the answers of unclear sentences we met before. And the last step is Review which we try to conclude what we read and write. The design of this research is descriptive research. The samples are from the first semester of English Department students at UMMU amounted to18 students. The students are following the research as long as 7 meetings and they are reading 6 texts and answering 30 questions of pre-test and post-test given by the researchers. Three students are interviewed by the researchers and they are asked 10 of interview questions. The result of the research showed that the students’ reading comprehension through SQ3R method at English Department of UMMU is in the good category. Dealing with the score that the students achieve, it can be seen from the result of the test that is 66.45%. According to the result, it can be seen that the implementation of SQ3R method has been enhancing students’ reading comprehension because the students could understand the steps of the method itself although this is still a new method for them
Echoes of the “Keraton”: Translating Javanese Court Culture for local and Global Viewers
Full text linkThis study analyzes translation strategies employed in subtitling the "Marak" short film from Javanese to Indonesian and English, focusing on challenges of translating Javanese court culture for dual audiences with different cultural proximities to the source culture. Using qualitative descriptive approach with content analysis, the research examines 47 cultural terms across three subtitle versions, categorizing them according to Newmark's cultural classification framework and analyzing translation strategies through integrated theoretical frameworks of Gottlieb's subtitling strategies, Pedersen's cultural reference translation strategies, and Venuti's foreignization-domestication paradigm. The findings reveal significant differences in translation approaches between target languages: Indonesian translations predominantly employ transfer/retention strategies (59.57%), indicating cultural preservation orientation, while English translations favor direct translation (31.91%) and specification (25.53%) strategies, demonstrating accessibility orientation for international audiences. Social culture terms dominate the cultural vocabulary at 38.30%, reflecting the central importance of hierarchical relationships and honorific language in Javanese court interactions. The research contributes empirical evidence that effective dual-audience cultural translation requires strategic differentiation based on audience cultural proximity rather than uniform translation solutions, with implications for audiovisual translation practice and cultural preservation in contemporary media contexts
Boosting the Students’ English-Speaking Ability in Oral Descriptive Text
Full text linkhis study describes the improvement of students' English speaking ability in oral descriptive text by using Tiktok videos. Tiktok videos can improve students' speaking skills because of the advantages of Tiktok as one of the learning media in vocabulary mastery. The tudents are interested in the existence of technology-based learning media that students are enthusiastic about learning when using cellphones. This study used a quantitative method of quasi experimental design. The population in this study were seventh grade students of MTsS DDI Takkalasi in the 2023/2024 school year. The overall population was 192 students and one class out of six classes was taken as a sample using the random sampling method. The instrument used to determine the results of improving student speaking using TikTok videos is using pretest and post test assessments. This type of research is classroom research with a quantitative approach. The results of data analysis stated that the use of tiktok videos can improve students' speaking skills, which is indicated by the results of the pretest in the experimental group (41.5) for a higher postest, namely (77.25) and from the results of the pretest control group (39.25) for a higher posttest, namely (76.75) at the t-test value (3.37) higher than the t-table value (2.042) at the 0.05 level. This indicates that H1 is accepted and H0 is rejected. This means that students who are taught using TikTok videos getting improvement on speaking skills which have better quality compared to students who are taught without using tiktok videos. The teachers also recognize the benefits of learning media on the use of technology is very helpful. The students also showed high enthusiasm and significant improvement in speaking skills after participating in learning activities using TikTok videos. This study concludes that TikTok can be an engaging and innovative tool for improving students' English-speaking skills, especially in the context of oral descriptive texts
Revisiting Code-Switching in TOEFL Instruction: Its Role In Facilitating Students’ Grammatical Proficiency
Full text linkThis study examines the use of code-switching by lecturers in the TOEFL ITP preparation class. This class is mandatory for students of Siliwangi University to prepare to meet the graduation requirements. Code Switching is a strategy used to practice switching between two languages in communication. The main function of this strategy is also a pedagogical goal. The study aims to analyze the types of code switching, their use and pedagogical goals. The theories used in this study include pedagogical goals, socio-linguistics and the needs and functions of language learning. The research method used is a quantitative method with survey data collection techniques to analyze simple regression of the relationship between lecturer's code-switching and grammatical understanding in TOEFL Preparation. The research was conducted in the political science department of Siliwangi University. The results of the study showed that there was an influence of 83.2% between the code switching variable and the ability to understand grammar in students majoring in political science at Siliwangi University. Therefore, the hypothesis can be accepted. The code-switching strategies used based on the results of the study include inter-sentential code-switching, intra-sentential code-switching, socio-cultura
Strategic Questioning in EFL Classrooms: A Closer Look at Higher-Order, Factual, Probing, and Divergent Questions
Full text linkThis study aimed to investigate how English teachers' questioning techniques affected their students' cognitive growth and engagement. The study aimed to determine the kinds of questions that English teachers employ when instructing their students. Classroom observations and semi-structured interviews with two instructors and twenty students from SMP Negeri 49 Makassar were among the qualitative approaches used in the study. The results showed that both professors used various questioning techniques, such as factual, higher-order, divergent, and probing questions. Divergent questions promoted creative thinking by permitting numerous responses, whereas probing questions prompted students to consider more deeply and elaborate on their solutions. This study's importance stems from its ability to shed light on the function of questioning techniques in EFL classes. The study also offers practical implications for improving teaching practices and student learning outcomes. Future research could explore the impact of questioning strategies across different educational contexts and learning levels and their long-term effects on students’ academic performance. This study contributes to the growing body of research on questioning strategies in EFL classrooms, providing valuable insights into how questioning methods can improve student engagement and cognitive development. It also offers practical recommendations for educators to optimize questioning techniques to enhance teaching effectiveness
Challenges and Adaptation Strategies of Pre-Service EFL Teachers: An International Short-Term Teaching Program in Thailand
Full text linkIn a short-term international teaching program in Thailand, pre-service English teachers' barriers and adaptation techniques were examined. A qualitative narrative technique and in-depth interviews with nine pre-service English teachers were used in the study to identify a number of significant issues. Large class sizes and language barriers were some of these issues that made teaching more challenging. Pre-service English teachers employed a variety of strategies to overcome these obstacles. Multimedia tools and visual aids were widely used to bridge language gaps and make complex concepts easier to understand. Teachers fostered collaborative learning environments, encouraging students to collaborate, share ideas, and support one another during the learning process. The results emphasized the crucial role of pre-program planning and cultural competency in overcoming challenges in foreign teaching environments. Well-prepared teachers were better able to adjust their teaching strategies and establish rapport with their students. The importance of adaptable teaching strategies, which allow teachers to adjust to varying classroom dynamics, was also highlighted by the study. By emphasizing the flexible teaching methods in cross-cultural settings, this research contributed to the development of successful teaching strategies and international education program designs. It provided valuable insights on how to better prepare teachers for overseas programs and enhance the teaching and learning process overall
Integrating Local Culture-Based Learning Media in Multilingual Classrooms: An Analytical Study of Implementation and Educational Impact
Full text linkThis study investigates the implementation of local culture-based learning media, specifically grounded in Toraja culture, within multilingual English classrooms at Universitas Kristen Indonesia Toraja. Using a qualitative case study approach, data were collected through classroom observations, document analysis, and in-depth interviews with English lecturers who actively integrate Torajan cultural elements—such as traditional narratives, rituals, and symbolism—into English language instruction. The findings reveal that such integration fosters culturally responsive instructional strategies, enhances student engagement, supports linguistic and intercultural competence, and affirms learners’ cultural identities. Lesson materials and teaching practices proved a successful bridging of content knowledge and cultural relevance, making English learning more accessible and meaningful. While the approach yielded clear pedagogical benefits, it also highlighted challenges including limited access to culturally adapted materials and the need for institutional support. The study concludes that with proper structural backing, the integration of local cultural media has transformative potential for inclusive, identity-affirming language education in multilingual contexts
I simply read the question first: A Narrative Inquiry into Pre-service English Teachers’ Strategies on IELTS reading comprehension
Full text linkA huge number of studies on reading strategies have been carried out in relation to reading proficiency levels. The conflicting findings and rarity of studies concerning the use of reading comprehension strategies in English testing become the impetus to conduct a further study on reading comprehension strategies issues. The recent research aims to delve into Indonesian pre-service English teachers' reading strategies and how these reading strategies enhance their reading comprehension on IELTS. This study employs a narrative study and uses in-depth semi-structured interviews to collect the data. There are six Indonesian pre-service English teachers involved as research participants, and they were periodically interviewed for adequate data regarding their reading comprehension strategies. The follow-up interview was performed throughout data collection until data saturation was achieved, and the data were then analyzed qualitatively by transcribing, coding, categorizing, and thematizing to find out the emerging themes concerning reading comprehension strategy. The results reveal that there are four themes, namely vocabulary mastery, activating background knowledge, test-taking strategies, and appropriate institutional policies. The results of this study can be used as a reference to foster reading comprehension on IELTS. Suggestion for further research is discussed at the end of this research
Speaking in Subtitles: A Linguistic Perspective on English–Indonesian Translation in Short Movies
Full text linkThis study evaluates the quality of Indonesian subtitle translations in four English-language short movies—Alternative Math, Gift, Ripple, and Snake Bite—based on accuracy, acceptability, and readability. Using the translation quality model by Nababan, a total of 227 sentence pairs were assessed by five qualified evaluators. The research adopted a qualitative descriptive design and employed the Miles and Huberman model for data analysis, including data reduction, display, and conclusion drawing. The findings show that human-translated subtitles (e.g., in Ripple and Gift) achieved significantly higher scores across all three dimensions than those generated by automated tools (e.g., Snake Bite). Linguistic and cultural appropriateness, idiomatic fluency, and emotional clarity were key indicators of high-quality translations. The study also highlights how short movies, due to their narrative density and brevity, demand a high degree of precision in subtitle rendering. Errors in short film subtitling tend to be more disruptive due to the limited space for dialogue and the high narrative weight of each line. The findings confirm that short movies are valuable for translation practice and constitute a distinct genre requiring targeted strategies. The study recommends the continued use of professional human translators and translation quality assessment models in audiovisual content production
Teachers’ Perspectives on their roles in EFL Curriculum Development: Wollo and Samara Universities of Ethiopia in focus
Full text linkThe aim of this study was to investigate teachers’ perspectives on their roles in English as Foreign Language (EFL) curriculum development in two Ethiopian universities, Wollo and Samara. The study was descriptive in design accompanied by mixed research approach. Participants of the study were EFL teachers of the two universities (n=32). The study employed parallel mixed sampling technique merging census and purposive sampling techniques concurrently. Data were gathered via questionnaires and interviews. The data were analyzed using convergent parallel data analysis method. Findings of the study revealed that majority of the teachers had active roles in curriculum implementation though they had very restricted involvement in curriculum designing. Some teachers had moderately limited involvement in curriculum evaluation and improvement. Majority of the teachers also had negative perspectives on their roles in curriculum development process. Behind teachers’ negative perspectives, problems like less inclusiveness of curriculum development, little worth for teachers’ voice in curriculum development, predominance of top-down curriculum development approach, inequitable opportunities for curriculum development programs as well as inadequate budget and time for curriculum development were identified. Teachers’ negative perspectives on their roles in curriculum development process in turn imparted undesirable impediments on teaching practices. Correspondingly, recommendations like necessities of teachers’ adequate involvement in curriculum development, equitable criteria for selecting participants in curriculum development, practical concerns for teachers’ credible ideas in curriculum development, replacing top-down curriculum development approach with its bottom-up counterpart and sustenance of teachers’ motivations to enhance EFL curriculum were forwarded