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BRIGHT
Published by STKIP PGRI Tulungagung
ISSN : -     EISSN : 25990322     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
BRIGHT is a journal of English Language Teaching, Linguistics and Literature. It is published twice a year in the months of January and July. it presents articles on analysis studies, application of theories, research reports, materials development and reviews in the area of English language teaching, linguistics and literature
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 14 Documents
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Search results for , issue "Vol 8, No 2 (2025)" : 14 Documents clear
Implementing Needs Analysis in Curriculum and Material Development: A Study in The ESP Context Santoso, Andi; Sanjaya, Ricky Eka
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 8, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v8i2.8670

Abstract

Needs analysis (NA) is a vital process in designing effective curriculum and instructional materials, particularly in English for Specific Purposes (ESP) settings. This study explores the implementation of NA in the context of ESP course design for Hotel Management students. The research applies a descriptive qualitative approach, drawing data from classroom-based documentation and lecturer-led curriculum planning. Findings reveal that incorporating NA allows for better alignment between learners' target needs, learning preferences, and instructional goals. Key tools such as questionnaires, interviews, placement tests, and focus group discussions were used to gather data from learners and stakeholders. The study highlights how NA supports learner-centred instruction, improves motivation, and leads to more contextually relevant teaching materials. The article concludes by emphasizing the role of NA as a foundational step in curriculum and material development, especially in professional and vocational English settings.
The Effectiveness of Indirect Corrective Feedback on the Writing Accuracy of English Department Students at Universitas Bhinneka PGRI Septiana, Ayu Rizki; Hanafi, Moh
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 8, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v8i2.8780

Abstract

This article is a report of a finish piece of research which is intended to find out whether the students who were given the indirect corrective wrote a better writing than those who were given direct corrective feedback as the treatment. This study adopted the quasi-experimental research design. It was conducted at Universitas Bhinneka PGRI with the second semester students as the population. There were 31 students taken as the samples of this study. They were divided into two groups. 17 students who were taken as the experimental group given indirect corrective feedback on their writing while 14 students who were taken as the control group given direct corrective feedback. The findings of this study is that based on the ANCOVA statistical analysis using SPSS 16.0, it was found that the students who were given indirect corrective feedback do not produce a better writing than those who were given direct corrective feedback. Moreover, in this study, the students who were given direct corrective write a writing piece with more accuracy. Some suggestions are offered in relation to the findings English lecturer especially the lecturer of writing skill and further researchers. English lecturers are expected to be able to choose the best method of giving feedback on the students’ writing. The two kinds of corrective feedback may serve as alternatives since it is proven that they have significant effects on the students’ writing. For the further researcher, it is suggested that they do research in different contexts with different text types. It is also possible to do the research on the students’ preferences of what kind of feedback to be given to their writings.
The Use of Songs in English Language Teaching : A Literature Review of Benefits and Theoretical Foundations Hasanah, Henny Uswatun; Fikriyyah, Nabila Shafa; Izzah, Aflahatul; Aini, Syarifah; Handayani, Rini; Yusuf, Ali Sajidin; Supriyadi, Ady
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 8, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v8i2.8323

Abstract

This research examines various scholarly works that discuss the use of songs in English language teaching (ELT), focusing on their pedagogical benefits and theoretical foundations. The main objective of this research is to identify how songs support language acquisition from linguistic, cognitive and affective perspectives. The research used a systematic literature review method, with a qualitative content analysis approach and narrative synthesis of ten selected sources published between 2000 and 2024. The analysis shows that songs can improve students' vocabulary acquisition, pronunciation, grammar awareness, motivation and emotional engagement. These findings are reinforced by various learning theories such as Krashen's Affective Filter Hypothesis, Gardner's Multiple Intelligences Theory, and Vygotsky's Zone of Proximal Development. Although songs proved to be an effective tool in teaching English, some challenges were also identified, such as curriculum limitations, lack of teacher training, and inappropriate song selection. This study concludes that songs are a powerful learning medium if applied carefully and adapted to the context. It also recommends further development of structured and theory-based song-based teaching materials and teacher training to support their effective implementation in the classroom.
Developing An English Writing Skills of English Study Program Students in Semester - 2 of PGRI Indraprasta University. Rasul, Tarmizi; Suwandi, Sahri; Nursitti, Sjafly
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 8, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v8i2.8728

Abstract

The preliminary study revealed that 90% of the university students were not able to write in English well. There were some problems which made the semester-2 learners of the English Study Program of PGRI Indraprasta University unable to write in English. One of them was a method used by English teachers to teach writing. The preliminary study showed that 90% of the students were not able to write in English. While the objective of this study was to make learners write in English easily. The method used in this study to make learners was the oral questioning method or oral questioning guide in L1 (OQIGIL) since it could enrich the students vocabulary and improve their grammar understanding. There were two ways. First, Enrich the students' vocabulary. Second, change the way to teach grammar, especially tenses. The way to teach tenses should use the family term since a sentence is like a family. There was a subject that was called a mom. Mom consisted of two. Mom who had a ring was called “s” namely she, he it. This mom “she, he, it influenced a verb which followed it. For example, she never goes to school since she moved to another city. The second mom did not need “ s” as a symbol of the ring any more since this mom was busy with her children. This mom is “they, we, I, you.” This subject did not influence a verb which followed it. For example, the children usually go to school. While my father had two. First a sibling father who had an action because he had moved every day to make a living for his family. Second, a step father which consisted of “is, am, are, was, were, be and been. The role of step father was to replace the sibling father if he had passed away. While to enrich vocabulary, the researcher used a short story which was translated into his first language.
AI in Education: A Threat to Teachers or a Tool for Enhancing Learning? Huda, Moh. Choirul
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 8, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v8i2.8781

Abstract

Artificial Intelligence (AI) is playing an increasingly important role in education, changing how students learn and how teachers teach. This essay explores both the opportunities and risks of using AI in schools. On the positive side, AI supports personalized learning by adjusting materials based on students’ needs, helps teachers by automating routine tasks, and improves access for students in remote areas or with special needs. When used effectively, AI can make education more inclusive, efficient, and flexible. To examine these issues, this essay applies a descriptive–analytical–argumentative method. It begins by explaining how AI is used in education, then analyzes both its benefits and drawbacks, and finally presents a reasoned position supported by academic literature and real-world examples. The essay draws on sources from both international and Indonesian contexts to ensure relevance and balance. This topic is significant because AI adoption in education is growing rapidly, yet many institutions and educators are not fully prepared to face its ethical, pedagogical, and technological challenges. Therefore, it is suggested that schools, policymakers, and teacher-training institutions work together to create clear guidelines, ensure ethical data use, and equip teachers with the necessary skills. A thoughtful, human-centered approach is essential to ensure that AI enhances, rather than replaces, the irreplaceable role of educators.
THE EFFECT OF USING ENGLISH SONG TOWARDS STUDENTS’ SPEAKING SKILL AT THE VIII GRADE OF SMPI NURUL HIKMAH II BEKASI Yasir, Muhamad; Reknosari, -; Susilawati, -
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 8, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v8i2.8069

Abstract

The purpose of this research is to find out whether there is an effect of using English song towards students’ speaking skill at the VIII grade of SMPI Nurul Hikmah II Bekasi. The population in this research is 26 students by taking 20 students as a sample. The research method use the Pre-Experimental Desain One Group Pre-Test Post-test. The researcher use Oral test with the criteria of assessment are Pronunciation, Grammar, Fluency, Vocabulary and Content, with 1 question. The score of Pre Test are mean = 49.9, Median = 54.39, Mode = 57.265, Variant = 178.36, and Standard Deviation = 13..35. It means that the students in the pre test has been unsatisfactory yet. While the Post test are mean = 77.95, Median = 83.48, Mode = 87.12, Variant = 176.78, and Standard Deviation = 13.29, It means that the students in the post test has had a good score. With Data analysis technique using . obtained 4.42 next to compare in with standard of a significant (α = 0.05 which is dk = n-1 = 19 ) = 1.72, hence, 4.42 1.72 it means that is refused whereas is accepted, it can be concluded that there is an effect of using English song towards students’ speaking skill at the VIII grade of SMPI Nurul Hikmah II Bekasi.
An Analysis of Pronouns Used by Informatic Engineering Students Dewi, Hernalia Citra; Anggraeni, Dwinesa
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 8, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v8i2.8673

Abstract

The purpose of this study is to describe the types of pronoun usage in the descriptive text of 2nd semester students of Informatics study program. The approach method used is descriptive qualitative, while the techniques used for data collection are triangulated, and the analysis is inductive or qualitative. The results of the research conducted by the author show that there are 7 types of pronoun usage found in this study. . First, the use of personal pronouns as much as 7 or 30%. Second, the use of demonstrative pronoun as much as 1 or 4%. Third, the use of relative pronoun as much as 2 or 9%. Fourth, the use of possessive pronouns was 8 or 35%. Fifth, the use of reflexive pronouns as much as 2 or 9%. Sixth, the use of indefinite pronouns as many as 2 with a percentage of 9%. Seventh, the use of reciprocal pronoun was 1 with a percentage of 4%.
Maximizing Teacher and Student Potential in the Language Classroom Siregar, Nujuluddin; Kartono, -; Gufron, Uup
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 8, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v8i2.8672

Abstract

In traditional classrooms, activities and tasks were clearly a part of a pre-planned syllabus that had been previously designed and based on specific curriculum guidelines. Teachers, in answering the prescriptions laid down by these guidelines have found a difficult to be creative given the time and the demands imposed by them. In responding to admonitions for them to be creative, teachers have often resorted to bringing in randomly selected task for the sake of variety and to avoid monotony. In a learner-centered curriculum, learning tasks are selected for the purpose of raising learner awareness and development of strategies while at the same time working on items in the language that would lead to better fluency.
The Strategy Using Audio-Lingual Method in the Era Digital 4.0 to Accelerate English Speaking Skill Ability Fidinillah, Mildan A.; Hampu, La Ode
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 8, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v8i2.8658

Abstract

The objective of this study is to describe of the effect using audio lingual method toward students’ English speaking skill ability. This study using Quantitative approach that used hypothesis process, field observation, data analysis, and conclusion. Using this method supposes to the origin of the effect of variable audio lingual method (X) toward variable speaking English skill (y). The finding of this study was there was a significant effect of using audio lingual method toward students English speaking skill ability at grade VIII SMP 3 Cibinong. T test show that ????counting was 4,301 and score ???????????????????????? was 1,724 with significance α = 0,05 and dk 19, it meams that ????0 was reject and ????1 was accepted. The hypothesis; there was effect of using Audio lingual method toward students speaking English ability at grade VIII SMPN 3 Cibinong was accepted
Emma's Character and the Language Power in the Fairclough's Critical Discourse Analysis Lens Passandaran, Yossi M.; Sofiani, Yulia; Tiwiyanti, Leni
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 8, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v8i2.8674

Abstract

Through an eye on the power dynamics in language, this study uses Fairclough's Critical Discourse Analysis (CDA) to analyze Emma's character in Jane Austen's Emma. The three-dimensional framework developed by Fairclough's text analysis, discourse practice, and sociocultural practice, is used in this research for analyzing how Emma's language both reflects and negotiates social hierarchy, gender roles, and power systems. Emma exhibits linguistic agency through her speech patterns, conversational dominance, and interactions with other characters, exposing both social limits and her self-determination. The results point out that Emma is influenced by the ideological frameworks of her day even though she occasionally uses discursive power. This research provides to a better understanding of how language acts as a tool for power and identity creation in literary discourse, particularly in regard to gender and class in Austen's works. By highlighting the importance of language in determining character interactions and social standing, this study advances literary discourse studies.

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