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All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Jurnal Sipakatau GLENS: Global English Insights Journal
Mardiyanah Nasta
Universitas Negeri Makassar, Indonesia
Religion Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Veterinary Other

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Enhancing Students’ English Vocabularies through Fun Digital Class Muhammad Hasbi; Fitriyani Bakri; Abdul Halim; Mardiyanah Nasta; Nur Mutmainna Halim
Jurnal Sipakatau: Inovasi Pengabdian Masyarakat Vol. 2 No. 3 (2025): April
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/jsipakatau.v2i3.259

Abstract

The implementation of English language learning at the elementary school level in Indonesia continues to face significant challenges. One widely proposed solution to address these challenges is the integration of digital technology into English language instruction. The Fun Digital Class program aims to introduce and enhance elementary students’ vocabulary acquisition at SD Inpres Cambaya IV Makassar. Through the use of the Duolingo application, this program provides an engaging and effective method for English vocabulary learning, helping students build a strong foundation in language learning while fostering a positive attitude toward foreign language acquisition, particularly English. This program was conducted over a period of two months and involved 20 students from grades 4 to 6 (aged 10–12 years) who participated in an extracurricular English language program titled Fun Digital Class. The participants were selected using purposive sampling, considering that they shared a similar basic proficiency level in English, which was generally categorized as low. The program was implemented in three phases: the Preparation Phase, the Implementation Phase, and the Evaluation Phase. During its execution, the program successfully stimulated students’ enthusiasm and motivation in learning English vocabulary. As a result, participants demonstrated improved comprehension and mastery of English vocabulary by the end of the program. Furthermore, the majority of students expressed enjoyment and gratitude for the implementation of this program at their school, as it provided them with an engaging and enjoyable English learning experience.
Educational Empowerment through Teacher Speech Acts in The Ron Clark Story: A Pragmatic Analysis Fiqriatul Fadillah; Mardiyanah Nasta; Fivi Faila
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3373

Abstract

This study examines how educational empowerment is represented through teacher speech acts in the film The Ron Clark Story. The study is significant because teacher language functions not only as a medium of instruction but also as a pedagogical resource that can support students’ psychological, academic, and social development. Using a qualitative descriptive design and a pragmatic approach, this study analyzed 13 teacher utterances selected from classroom interaction scenes in the film. The data were analyzed using speech act theory, teacher talk concepts, and an educational empowerment framework. The findings reveal that educational empowerment is represented through representative, directive, expressive, commissive, and declarative speech acts. These speech acts function pedagogically to provide emotional support, encourage learning engagement, promote self-reflection, and foster social belonging within the classroom community. The findings further indicate that different speech acts contribute to different dimensions of empowerment depending on the communicative goals of the teacher and the needs of learners. This study contributes to educational pragmatics by demonstrating that teacher speech acts function not only as linguistic actions but also as pedagogical resources that support educational empowerment in classroom interactions represented in film narratives.
Tracing Cognitive Struggles in EFL Writing: A Phenomenological Study of Language Errors among University Students Fitriyani Bakri; Mardiyanah Nasta; Nur Mutmainnna Halim
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.924

Abstract

Writing in EFL is a cognitively demanding activity involving idea generation, vocabulary retrieval, grammatical formulation, and self-monitoring. Nevertheless, studies on EFL writing errors have largely emphasized linguistic inaccuracies while giving limited attention to students’ cognitive and emotional experiences during writing production. This study aims to explore the cognitive struggles underlying language errors among Indonesian university students in an EFL writing context through a phenomenological perspective grounded in Levelt’s language production framework. This study employed a qualitative phenomenological design involving 24 students of Class A 2024, English Literature Study Program, Universitas Negeri Makassar who enrolled in Essay Writing class. Students were instructed to write a 1–2 paragraph research progress summary without using phones or digital references. Data were collected through students’ written texts, reflection journals, and stimulated recall interviews, and analyzed using thematic analysis informed by Interpretative Phenomenological Analysis (IPA). The findings reveal that students experienced difficulties in generating and organizing ideas, retrieving vocabulary, constructing sentences, and maintaining coherence. In addition, emotional factors such as confusion, nervousness, pressure, and cognitive fatigue intensified writing difficulties and interrupted writing fluency. The study demonstrates that language errors reflect deeper cognitive and emotional struggles during writing production rather than merely grammatical deficiencies.
Co-Authors Abdul Halim Fiqriatul Fadillah Fitriyani Bakri Fivi Faila Muh. Hasbi Nur Mutmainna Halim Nur Mutmainnna Halim