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All Journal LETS: Journal of Linguistics and English Teaching Studies ADJES (Ahmad Dahlan Journal of English Studies)
Pasandalan, Sittie Noffaisah
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Education Languange, Linguistic, Communication & Media Other

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Turn-Taking Strategies in Talk Show Interviews: A Qualitative Study of K-Pop Idol BTS on The Tonight Show Purwanti, Eko; Cahyani, Ananda Pramesti Regita; Meisa, Wistri; Suryadi, Dedi; Sari, Mariska Intan; Pasandalan, Sittie Noffaisah
Ahmad Dahlan Journal of English Studies Vol. 12 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v12i1.1330

Abstract

Turn-taking plays a vital role in managing and structuring conversations, making it especially important in both everyday interactions and educational environments. While much research has explored turn-taking in classroom or casual settings, limited attention has been given to how it operates in bilingual or multilingual media interviews. This study seeks to fill that gap by examining the turn-taking strategies used during interviews between Jimmy Fallon and K-Pop Idol BTS (Bangtan Sonyeondan), a globally recognized Korean boy band, on The Tonight Show Starring Jimmy Fallon. Employing a qualitative method, the study analyzed three interview videos through transcription and manual coding, guided by Stenstrom’s framework of turn-taking strategies. The analysis identified three main strategies: Taking the Turn (TTS), Holding the Turn (HTS), and Yielding the Turn (YTS). Among these, Taking the Turn (TTS) emerged as the most dominant, appearing in 47% of instances—emphasizing its key role in shaping the dynamic flow of K-Pop Idol interviews. These findings offer valuable insights for language learners and educators by demonstrating authentic conversational strategies in multilingual contexts. Furthermore, these findings may also serve as practical references for media professionals and interviewers aiming to manage turn-taking more effectively during live interactions.  
Developing and Evaluating a Project-Based Academic Vocabulary Flipbook Integrating Papuan Local Wisdom: Validity, Practicality, and Effectiveness -, Heriyanti; Pasandalan, Sittie Noffaisah; Rahmawati, Fitria; Yuliana; Andini Putri Cahyani; Rumasukun, Halima
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i1.1886

Abstract

Academic vocabulary is essential for university students’ success in scientific reading and writing, yet instructional approaches remain largely conventional and insufficiently connected from students’ cultural contexts. This study aimed to develop and evaluate a project‑based academic vocabulary flipbook integrating “Papuan local wisdom” for the English Education Study Program at Universitas Muhammadiyah Sorong. The flipbook was developed using the ADDIE model through needs and curriculum analysis, instructional design, multimedia content creation using “Canva”, “YouTube”, and “Heyzine”, limited implementation with 20 students, and expert as well as user evaluation. Data were collected via questionnaires, expert validation rubrics, interviews, and pre‑ and post‑tests, and were analyzed descriptively and using a paired‑sample t‑test. The findings show high validity, with subject matter experts assigning a mean of 3.85 (“excellent”) for content, and media experts 3.82 (“excellent”) for technical quality; students rated the flipbook “good” (mean 3.41) across instructional and technical aspects. For practicality, experts and students reported overall scores of 96.18%, 95.57%, and 84.94% (“very practical”). Pre‑ and post‑tests showed an average gain of 10.30 points (from 55.10 to 65.40) in academic vocabulary scores, with t(19) = ‑3.884, p = 0.001, indicating a significant improvement. Qualitative feedback highlighted the flipbook’s “clarity, engagement, and cultural relevance” and its role in helping students correctly use academic vocabulary in meaningful, project‑based contexts. In sum, the developed flipbook is valid, practical, and effective for enhancing academic vocabulary learning in a culturally responsive manner.
Co-Authors -, Heriyanti Andini Putri Cahyani Cahyani, Ananda Pramesti Regita Dedi Suryadi Fitria Rahmawati Meisa, Wistri Rumasukun, Halima Sari, Mariska Intan Yuliana Yuliana