This study aimed to create suitable English-speaking worksheets for culinary art students at Vocational School and to assess the perceptions of both students and teachers regarding the worksheets. The research followed a Research and Development (R&D) methodology using the 4-D Design Model, which includes the stages of defining, designing, developing, and disseminating. The participants were 24 tenth-grade culinary art students from SMK Negeri 1 Palopo. Data were gathered through a needs analysis questionnaire, expert validation sheets, and feedback on the worksheets from students and teachers. The study produced four culinary-related topics for the speaking worksheets, covering basic culinary skills, service, operations, and table manner. The findings revealed an average score of 375 (93.75%) from students and 3.72 (93%) from teachers, both classified as “Excellent”, indicating the worksheets were well-suited for the culinary arts program and could serve as a resource to enhance students’ motivation in learning English.

Youth is the potential speaker in the future and plays a significant role in language maintenance and vitality. This study aims to investigate the role, attitude, and language skills of Mandarese youth in maintaining their local language. It applied quantitative research and involved five representatives from eighteen districts in Polewali Mandar regency. The results indicate that the youth's role in preserving Mandarese culture, including its language and ability to use it, is deteriorating. The average percentage of their proficiency in the Mandarese language is 48.5%, while the percentage for the actual role is 27.5%. However, given that the youth still have a positive attitude toward that language, which is approximately 78.75% on average, the effort to save Mandarese from the definitively endangered situation is possible.

The Late Late program with James Corden, a prominent late-night talk program, is a great resource for studying expressive speech acts. This study aims to analyze the types of expressive speech acts performed by James Corden in The Late Late Show with James Corden. In this study, the researchers used a qualitative descriptive research method using the Searle and vanderveken (1985) theory to analyze a total of 32 utterances from the last episode of the show, which are included in the types of expressive speech acts, such as 1 data of Apologize, 4 data of Thank, 1 data of Condole, 3 data of Complain, 4 data of Lament, 5 data of Protest, 1 data of Deplore, 1 data of Boast, 5 data of Compliment, 4 data of Welcome and 3 data of Greet. The results show that, James Corden uses various expressive speech acts to interact with the audience and guests, so as to create a lively and fun atmosphere. The findings contribute to the understanding of expressive speech acts in the context of talk shows and show the importance of language in shaping social interactions and relationships.

Idioms, intricate combinations of words whose meaning eludes straightforward interpretation, play an essential role in native speakers' discourse. It imbues speeches with a sense of fluency and creativity. Mastering idiomatic expressions is imperative for learners seeking linguistic authenticity and lexical proficiency. Thus, it is an urge to be mastered by the learners, especially English for Foreign Language (EFL) learners. This study aimed to explore the types of idioms in the Elemental Force of Nature Movie Script, employing O'Dell and McCarthy's framework. It utilized a qualitative study using content analysis. The researchers used documentation as the primary data collection method. as the data was taken from the Elemental: Force of Nature movie script dialogues. The findings unveil forty-one idioms in Elemental: Force of Nature movie. This research found four similes, two proverbs, four clichés, and thirty-three fixed statements. However, the most dominant type found in this movie was the fixed statement. It is expected that this research can provide additional insight into the types of idiomatic expressions. In addition, this study also provided valuable implications for the English learners, especially who study literary works.

The shift from traditional to online teaching and learning during the COVID-19 pandemic has caused various hurdles. As indicated by many reports, both students and the teachers experienced dissatisfaction and met challenges during the teaching and learning process. Amidst several students’ dissatisfaction with the online delivery of various subject, a report on teaching and learning experience revealed the exceptional performance of an English for Specific Purposes (ESP) teacher named Ms. Sarah (a pseudonym) as recognised by the student. The researchers then did a mixed method study to identify the specific features of Ms. Sarah's teaching that students found engaging and pleasurable. The data, both quantitative and qualitative, was gathered by administering closed and open-ended questionnaires to a total of 38 students who were enrolling in Ms. Sarah's class. The findings indicated that Ms. Sarah's online ESP lesson was well-received. All students (100%) expressed confidence in Ms. Sarah's competence to deliver online ESP instruction. A majority of over 80% of the participants indicated their endorsement for other teachers to embrace Ms. Sarah’s instructional approach, while a total of 97.37% conveyed their intention to join Ms. Sarah's other courses in the upcoming semester. This paper also presents a more detailed explanation of the rationales why students appreciate Ms. Sarah's online class. Besides, considering SLA theory and cultural dimension was also found to contribute to the effective online instructions. Ms Sarah's approach in conducting online ESP course might be an invaluable resource for ESP teachers looking to improve their online teaching strategies. Keywords: Online instructions, ESP, SLA, Cultural dimensions

This research analyzes the function and use of language in Linguistic Landscape signs at three train stations in Jakarta, namely Gambir station, Manggarai station, and Dukuh Atas BNI MRT station. This research examines how Linguistic Landscape signs affect passenger accessibility and comfort. This research uses a qualitative descriptive method, and data is collected through field observations, photo documentation and passenger interviews. Then, the data analysis technique uses the Miles and Huberman (2019) technique, data reduction, data display, and verification. The results of this research show that most of the signs at the three stations are bilingual signs in Indonesian-English, followed by monolingual signs in English and Indonesian. The Linguistic Landscape signs at this station have proven effective in providing information that is easy to understand and easily accessible to local and foreign passengers. These signs also increase accessibility and comfort for passengers at the station. This research contributes to understanding the function and use of language in the Linguistic Landscape of public spaces, especially at train stations.

The present study aimed to delve into the students’ EFL vocabulary and response to the discovery learning strategy. A pre-experimental research design was applied in this study. The population of this study was first-year Sulawesi Barat University students who enrolled in vocabulary courses in the first semester, and the researchers used a random sampling technique to choose 42 students. This study found that the discovery learning strategy elevated the students’ English vocabulary. It was found that there are critical contrasts between the mean scores of the pre-test and post-test. The students’ pre-test score was 63.42, and the understudies' post-test score was 89.09, which is higher than the pre-test score. It demonstrated a critical improvement in students' accomplishment after carrying out revelation learning in instructing English vocabulary. Another result revealed that the students provided positive responses toward applying the discovery learning strategy in learning vocabulary, stated 53% of students agreed and 33% strongly agreed with the strategy, however 10% neutral, 3% disagreed and 1% strongly disagreed. Based on positive responses, the most of the students perceived that the discovery learning strategy benefits them in learning English.

The aims of this research were exploring the teaching strategies used by lecturers in Business English courses in Universitas Khairun, Ternate within the EFL context. The researchers used classroom observation and semi structure interview to collect the data. There were two lecturers and two classes of students who participated in this study. The findings of this research reveal that the case method and project-based learning (PBL) were the most commonly used strategies, while cooperative learning, small group work, and direct teaching were also occasionally applied. Although these strategies were effective in enhancing students' understanding of business concepts, they did not significantly contribute to the improvement of students' English language proficiency.

Artificial intelligence (AI) has a profound influence on various facets of modern-day society, notably within the realm of education. Its application in educational settings is extensive, primarily aimed at improving the methods of instruction and knowledge acquisition. Thus, this research investigates the impact of AI tools (ChatGPT, Google Bard) on the creative writing skills of Nigerian undergraduates using a pretest-posttest quasi-experimental research design. Eighty (80) third-year undergraduates participated in the study. Data were collected using pretest-posttest writing tasks. The writing scripts were graded using creative writing assessment rubrics. Paired sample t-test analysis was conducted to compare the pretest-posttest writing scores using SPSS. The results of the analysis showed a significant improvement in the participants’ overall writing scores after using the AI tools. The results also show significant improvement in all the aspects of creative writing: image, voice, characterization and story. Finally, the study makes some recommendations for practice and further studies.

This literature review examines the integration of Augmented Reality (AR) in high school language education for vocabulary teaching. It analyzes current research to explore AR's benefits, challenges, and implications for vocabulary mastery. Key findings include: (1) AR's interactive features enhance student engagement and vocabulary retention; (2) AR provides contextualized learning experiences, improving practical application of vocabulary; (3) Effective AR implementation requires carefully designed content and user-friendly interfaces; (4) Challenges include content development, teacher training, and technical limitations. The study proposes solutions to these issues and offers insights for leveraging AR to enhance vocabulary development in high school language education.