The Implementation of SAVI Approach Through Video YouTube in Teaching Speaking at Senior High School

This study explores the use of speech-recognition technology to improve English pronunciation among eleventh-grade students at Miftahul Ulum Islamic Senior High School. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed five key findings: (1) improved segmental pronunciation accuracy, (2) increased student motivation and engagement, (3) challenges with accent recognition, (4) limited support for fluency and natural speech, and (5) a need for more personalized feedback. While the technology effectively corrected individual pronunciation errors and boosted learners’ confidence, its limitations in recognizing regional accents and supporting sentence-level fluency suggest the need for a more integrated instructional approach. The study recommends using speech-recognition tools as supplementary aids, combined with communicative activities such as group discussions or role-play. These findings offer important insights into technology-enhanced language learning in the Indonesian EFL context and highlight the need for more adaptive, linguistically inclusive speech-recognition systems.

English for Nursing (ENP) focuses on developing the need for English, which can support medical personnel's work and fulfill professional assessment needs. Learning English from many media, one of them through video, can give nursing students experience about their work in the real world by studying what the video presents. This recent study aims to explain the realization of ideational meaning and its relations to visual aspect as the semiotic systems in English for Nurses Videos. This study was a qualitative study that used discourse analysis. The data were taken from conversation text and captured images on the three videos on Virginia Allum’s YouTube channel. This study implemented multimodal analysis to observe the ideational meaning as the linguistic and visual aspects of the videos. The ideational meaning was analyzed using SFL to later look for its relationship with the visual aspect. This study found that ideational meaning and visual aspects are related to their video presentation. The type of process is dominated by 77 relational processes, 37 actors, and 11 manner as the circumstance. Visual aspects indicate the characteristics following the themes surrounding the hospital, health, and the identity of the nursing profession itself. Ideas and visuals support each other because they simultaneously provide experience to the viewer through the video being watched without the viewer doing the action themselves. This study suggested that lecturers and students can consider this study’s result to improve the use of videos as multimodal text to support teaching learning activities in English for Nursing.

The study and use of indigenous African languages in education have been viewed unfavourably by many, including African scholars. This has resulted in fewer educated Africans studying their indigenous languages in school. Africans who study their languages in school beyond Junior High School are seen as “academically weak”. Sometimes, a student’s poor performance in English and other subjects is attributed to his/her constant use of the indigenous language (Andoh-Kumi1997). In 1994, the study of Ghanaian languages as a core subject in the Senior High School (SHS) was abolished because it was erroneously conceived as a contributing factor to the abysmal performance of students in English, in particular, and other academic subjects, in general. Since then, the study of a Ghanaian language at the Senior High School has suffered a serious setback culminating in considerably reduced enrolment of students who study Ghanaian languages. Students offered a Ghanaian language as part of their SHS programs accept it reluctantly. It is therefore important to investigate this phenomenon in the SHS. This qualitative study used semi-structured interviews and observations as data collection strategies to investigate the negative attitude of Ghanaians towards the study of L1 in the SHS, and how SHS students studying their L1 are coping with the negative attitude. The study also examines ways that the negative attitude towards the study of L1 in SHS can be changed.

In the growing concern over students’ detachment from historical content and the weakening of cultural identity, contextualizing history education through local wisdom emerges as a pedagogical imperative. This study explores how integrating local wisdom into history education can enhance student engagement, historical comprehension, and emotional connection to the subject at SMA N Kota Pontianak. Using a qualitative case study approach, data were collected through classroom observations, teacher interviews, and student reflections. The results demonstrate that local wisdom-based learning enriches historical understanding by linking curriculum content to students’ cultural heritage through folklore, oral traditions, and community narratives. Students showed increased motivation, active participation, and a stronger emotional bond with historical topics, reinforcing their cultural pride and sense of identity. While aligning with existing research on contextual learning, this study offers a novel contribution by examining the affective dimension of learning and its implementation in a multicultural, local Indonesian context. It highlights the strategic role of teachers in adapting local narratives into history lessons. It underscores the pedagogical value of local wisdom for fostering critical thinking, cultural awareness, and identity-based meaning-making. Despite challenges such as limited teaching resources and diverse interpretations of local traditions, the study concludes that local wisdom-based learning represents a powerful approach to revitalizing history education. It recommends that curriculum developers and educators systematically integrate local wisdom to promote more relevant, reflective, and inclusive learning experiences.

This qualitative case study investigated how teachers and students at senior high schools in Banda Aceh experience the integration of artificial intelligence (AI) tools in classroom-based language learning. Adopting a human-centered perspective, the study addressed two primary questions: (1) how do teachers navigate their roles when integrating AI into classroom instruction, and (2) what are students’ experiences of receiving AI-generated feedback in a teacher-guided learning environment? Data were collected through semi-structured interviews with English teachers, Focused-Group Discussions (FGDs) with students, and classroom observations. Thematic analysis was applied to identify emerging patterns across data sources. The findings indicate that teachers serve as facilitators, interpreters, and ethical decision-makers in the use of AI, consciously adapting AI-generated feedback to suit student abilities, classroom dynamics, and instructional goals. While they value the efficiency and personalized support AI offers, teachers remain central in guiding students through the feedback and ensuring pedagogical alignment. Students generally perceive AI feedback as helpful, especially for grammar and writing tasks, yet they often rely on teachers to clarify or validate the suggestions. Their confidence and motivation in using AI tools increase when teachers provide clear guidance and frame AI as part of an interactive learning process. This study affirms the importance of a human-centered approach to AI integration in education, where technology enhances—not replaces—teacher-student interaction. The study recommends targeted teacher training, collaborative AI design, and policy support to ensure ethical and meaningful classroom implementation. Its limitations include a single-site focus and non-generalizable scope.

In this era, speaking is really important for us because English is international language. In Indonesia, most of students especially in senior high school are difficult to speak up because they are shy and they are not confident. In this era there are a lot of media for teaching, but sometimes people do not know how to use it. Many media can help teacher to teach speaking, like application in our phone. Orai is one of applications that can help teacher in teaching speaking and this application is easy to use. Therefore this study is aimed at finding out: (1) The implementation of Orai application in teaching speaking; (2) The obstacles of using Orai application in teaching speaking; and (3) Students’ response in implementing Orai application. This is a descriptive qualitative study. This study was conducted in a Senior High School in Cianjur, the participants were an English teacher and twenty eight students of the eleventh grade at social class 1 selected purposively. The instruments on this research cover classroom observation, guided interview, and open ended questionnaire. The data from those instruments were transcribed and categorized accordingly. The findings show that the teacher applied several main steps in using Orai application: introducing the application, explaining the purpose of Orai application in teaching speaking, downloading and installing the application, practicing speaking by using Orai application and getting feedbacks from the application. The application helps the teacher by giving instant feedbacks such as clarity, total filler words, pausing score, and energy score. In this case the students were enthusiastic when the teacher implemented the application. However, the students face some obstacles in speaking by using Orai application: the signal should be stable and good, students less confidence, students’ low mastery on operating Orai application and students confusion because the feedback was full in English. Even though there were some obstacles, the students gave a good response because the students more active and enthusiastic when the teacher implemented Orai application in teaching speaking. Keywords: Speaking skill, Orai application, Senior High School, qualitative, obstacles

Conducting assessment is one of the crucial responsibilities every teacher has to do. A teacher needs to assess his students both during and at the end of instruction; therefore he needs to have good assessment literacy in order to be able to carry out assessment successfully. This study investigated teachers’ of English assessment literacy at two different senior high schools in Palembang. This case study involved six teachers of English as participants. The data were collected using questionnaires, semi-structured interview, classroom observation, and documentation. Data obtained from questionnaires were analysed using descriptive statistics, while data obtained from the semi-structured interview were analysed using thematic analysis through coding. Data obtained from classroom observation and documents were used to verify the ones from the questionnaire and interview. The findings revealed that teachers of English were in fairly literate category of assessment literacy; not every teacher carried out formative assessment regularly; they encountered difficulties in assessing students learning due to lacked understanding in interpreting the basic competence of the curriculum which led to inappropriate indicators formulation; assessment items did not match with the formulated indicators; and lacked of variety in constructing question items for formative assessment. These difficulties are due to that they lacked of experience in constructing assessment items and lacked of formal training related to test items construction. These findings lead to the conclusion that teachers assessment literacy needs to be enhanced so that they could carry out accountable assessment to support their students learning.

This study reports the result of a qualitative case study research design. This study aims to explore teachers' beliefs about teaching English for Vocational school, to investigate how those beliefs are reflected in classroom practices, and to explore that affect the shaping of teachers' beliefs in the teaching and learning process. The participant of this study were six English teachers from three different vocational high schools in Majenang. The data was taken using a semi-structured interview, documentation, and classroom observation. Then the data was analyzed using line by line analysis. Teaching English in Vocational High School is believed different from Senior High school (SHS) as it belongs to English for specific purposes (ESP) and demands different knowledge of material, method, and strategies. The result shows that the teacher’s beliefs are not always realized in their classroom practices for a variety of potential reasons. The inconsistency between belief and practices are related to various factors, including class density, time constrains, incompatibility of the assigned text-books, huge workload, and students need.

This study aims to investigate the strategies used by English language teachers in improving Intercultural Communication Competence (ICC) among students in public senior high schools in context culturally rich area Regency. This study focuses on teachers' understanding of ICC, the teaching methods used to develop this skill, and the challenges faced during the implementation of the learning. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis. Thematic analysis was used to identify key patterns and themes relevant to the research objectives. The study's findings revealed that teachers strongly understand ICC and apply various interactive teaching strategies using Communicative Language Teaching and Forum Group Discussion strategies in implementing ICC learning. However, teachers can apply ICC learning; challenges such as limited student engagement, teaching resources and time management constraints, and teacher competency gaps are significant barriers. This study highlights that improving teacher training and providing adequate resources are essential to enhancing the development of ICC in students. Implications of this study confirm that the success of ICC teaching strategies in EFL in high school highly depends on teachers' understanding of ICC, adaptive learning planning, the use of varied learning strategies and media, and adequate support from school facilities and policies.

This study aims to analyze students’ understanding of the green chemistry of principles through implementing the microscale practicum with a modified-free inquiry learning model in acid-base solution material. Microscale practicum with inquiry learning model is applied to help students understand the green chemistry principles that are expected to be understood during the learning process. This study involved thirty six students in XI MIPA A Senior High School in Jakarta, 2022/2023 academic year. The qualitative method was employed to reveal the understanding of students' green chemistry principles through multiple data collection of open-ended questions tests of understanding green chemistry principles, classroom observation, reflective journals, and semi-structured interviews. The study demonstrated that students' understanding of green chemistry principles increased with the implementation of microscale practicum with a modified-free inquiry learning model on acid-base solution materials. The concepts that students understand well are the principle of green chemistry in general, the principle of "Prevention", the principle of "Reducing Hazardous Chemicals", the principle of " ‘Design of Safe Chemicals", the design of "Safe Solvents", the principle of " Renewable Substance", and the principle of " Safer Chemistry to Prevent Accidents" in green chemistry. Thus, microscale practicum with a modified-free inquiry learning model can help students understand the principles of green chemistry.

This study examines the implementation of gamification in Pancasila Education at the senior high school level within a resource-constrained learning environment. It aims to analyze the design and implementation of gamification, identify challenges encountered during its application, and formulate optimization strategies to enhance student engagement and participation. Using a qualitative descriptive case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis involving one Pancasila Education teacher and eight eleventh-grade students at a public senior high school in West Sinjai Regency. Data were analyzed using an interactive thematic analysis model consisting of data reduction, data display, and conclusion drawing. The findings indicate that gamification was implemented through structured stages of planning, implementation, and evaluation, incorporating game elements such as points, levels, challenges, badges, and leaderboards via digital platforms including Kahoot, ZepQuiz, Wordwall, and Bamboozle. The application of gamification enhanced student engagement across behavioral, emotional, cognitive, and social dimensions. However, several challenges emerged, including unstable internet connectivity, limited digital devices, uneven student digital literacy, and learner anxiety related to individual competition. To address these issues, teachers adapted instructional designs by employing group-based leaderboards, hybrid online–offline learning activities, and peer-assisted learning strategies. This study demonstrates that gamification can serve as an effective pedagogical approach in Pancasila Education when supported by adaptive instructional design and contextual sensitivity. The originality of this research lies in its evidence that gamification can be meaningfully implemented in value-based subjects within digitally limited school contexts.

The objective of the study was to assess adolescent’s attitudes towards premarital sex in Senior and Junior High Schools in the New Juaben Municipality in Ghana. A descriptive survey design was chosen for the study. The population of the study consisted of five thousand, one hundred forty-one (5,141) in-school adolescents in Junior and Senior High Schools in New Juaben Municipality. Convenient and random sampling techniques were used to select the study area, schools and respondents for the study. A convenient sampling technique was used to select the New Juaben Municipality. A random sampling method was used to select 250 respondents (students) from two Junior High Schools and two Senior High Schools in New Juaben Municipality. The main instrument used for data collection was a questionnaire. The data collected were statistically analysed using Statistical Package for the Social Sciences (SPSS). Both and descriptive statistics and the Analysis of Variance (ANOVA) test were used in the data analysis. Descriptive statistics such as frequency distribution in tabular form in graphical forms, and measures of central tendencies were used to analyse the data. The study concluded that the positive sexual behaviours of adolescents in Junior and Senior High Schools are evident in their attitude towards premarital sex. Adolescents in Senior High and Junior High Schools in the New Juaben Municipality exhibit a positive attitude towards premarital sex as the majority of them do not see that abstaining from sex would make them sick or look odd in society, neither would it give them problems during intercourse when they finally marry.

This study aims to explore students’ perceptions of using YouTube as a learning tool to enhance their English-speaking skills at SMKN 1 Barru. Employing a qualitative case study design, the research involved ten vocational students selected purposively from the eleventh grade. Data were collected through semi-structured interviews and classroom observations, focusing on students’ experiences, challenges, and perceived benefits when using YouTube in English learning. The data were analyzed using a thematic analysis approach, supported by triangulation to ensure validity and credibility. The findings reveal that students perceive YouTube as a compelling, engaging, and accessible platform for improving speaking skills. The use of authentic videos helps learners enrich vocabulary, improve pronunciation, and build speaking confidence through imitation and exposure to native-like models. Moreover, YouTube fosters self-directed learning and motivation by allowing students to control their pace and learning environment. However, several challenges were also noted, such as distraction and limited internet access. The study highlights the pedagogical potential of YouTube in promoting interactive and autonomous learning, particularly in vocational education contexts where communicative competence is essential.

On a global scale, it is essential to incorporate technology into various aspects of growth. The purpose of this study was therefore to investigate the benefits of integrating technology into training, as well as to determine factors that affect technology integration in the teaching and learning of Social Studies in Senior High Schools in Northern Ghana. The mixed-methods study examined implementation problems, learning outcomes, and success factors using data from questionnaires (completed by 1,200 students and 180 instructors), semi-structured interviews, and classroom observations in 15 Senior High Schools. To allow for repeated observations and account for seasonal fluctuations, the data were collected over nine months (July 2024 to March 2025). Schools were purposefully sampled to ensure that the sample was representative of the districts and school types (urban vs. rural, large vs. small enrollment). Students were recruited through stratified random sampling from within each school, with grade level and gender proportionally represented. According to the findings, students who attend classes with more technology exhibit notable gains in critical thinking, digital literacy, and engagement. However, several significant challenges remain, including brittle infrastructure, inadequate internet access, and insufficient teacher preparation. Higher rates of implementation were seen in schools with strong principal support. These findings suggest that while technology integration may foster the development of 21st-century skills, its implementation depends on governmental interventions that address professional development, infrastructure, and resource allocation in underprivileged areas. To ensure that cultural concerns are taken into consideration and local support is established, the research recommends that parents and community members be included in the planning process for technological integration.

Pre-class work assumes a central role in flipped learning, which has recently enjoyed immense popularity across various disciplines. This qualitative case study investigates the factors associated with learners’ doing/failing to do the pre-class tasks in flipped learning. It also compares teacher-created interactive videos and YouTube videos in terms of how they fit into flipped learning as instructional materials that can be used to motivate learners to do pre-class tasks. The learners in an English language teaching methodology course were asked to take turns each week to watch either teacher-created videos enriched (via PlayPosit) with quizzes and discussion questions or YouTube videos. The qualitative data were collected using semi-structured interviews with six participants recruited using criterion sampling. The participants’ reflective journals and the lecturer’s diary triangulated the data. The results indicated that the learners found the YouTube videos more enjoyable and teacher-created interactive videos more instructive, due to the embedded interactions they had rather than the teacher’s presence. However, the task completion levels in the pre-class work were low in both teacher-created and YouTube videos. Pedagogically considered, effective and enjoyable delivery rather than teacher presence in videos seems more critical for learners. Therefore, using high-quality ready-made videos and enriching them with interactive elements could be a viable option in flipped learning.