Slang is a language that is often used by Indonesian people, especially teenagers. Initially, the use of this language originated from the Betawi language which is often used in Indonesian television broadcasts such as films and soap operas. This research was conducted to find out about 1) Definition of slang, 2) Types of slang, 3) Factors for using slang, 4) Definition of YouTube content, 5) Types of YouTube content. In this study using a qualitative descriptive research method, namely obtaining information that is in accordance with the facts. The research data is slang on YouTube content Windah Basudara, a YouTube content creator who talks a lot about online games. The data collection technique in this study used listening and note-taking techniques. The listening technique was carried out after listening to and watching Windah Basudara's YouTube content to find out the form of slang spoken by the content creator. The note-taking technique is carried out after hearing what forms of slang are said by speakers. Basically this analysis was carried out with the intention of knowing the types of slang, types of slang, and factors of slang usage. The results of this research are the understanding of slang, the types of slang that exist in the content creator's utterances such as 1) slang personal pronouns, 2) slang shortening or beheading, 3) creative slang, 4) slang acronyms, 5) slang abbreviations, 6) absorption slang. And there is the use of slang itself due to social media, or electronic media, and environmental factors.

Semiotics is the study of signs and how meanings are constructed through denotation, connotation, and myth. The research aims to analyze the patriarchal ideology and women's resistance in “Women Talking” (2022) by Sarah Polley. The film depicts the tragic experiences of women in a closed religious’ colony who are victims of systematic sexual violence, as well as facing social pressures and religious doctrine that demands that they forgive the perpetrators. Using qualitative descriptive methods and Roland Barthes' semiotic approach, this study examines the meanings embedded in symbols, dialogues, and scenes that represent the collective consciousness, solidarity, and women's struggle against the patriarchal system. The data analysis consists of four stages: watching the film, identifying the dialogue or scenes into denotative, connotative, and myth, then analysing, and finally drawing a conclusion. As a result, there are ten dialogues and scenes that were analyzed using Barthes’ semiotics. In conclusion, this film showed how meaning operates on denotative, connotative, and mythical levels to expose and resist patriarchal ideology.

This study aims to examine the effectiveness of anime as a learning medium in improving students’ understanding of Japanese sentence patterns, specifically tai desu, temo ii desu, and nakereba narimasen, among Tokutei Ginou program students at LPK SBN Tangerang. The research employed a quantitative approach using a quasi-experimental one-group pretest–posttest design. The participants consisted of beginner-level Japanese learners (JLPT N4–N5) selected through purposive sampling. Data were collected through pre-tests and post-tests to measure students’ comprehension of sentence patterns, as well as questionnaires to identify students’ perceptions of anime-based learning. The treatment was conducted through anime-based instruction using The Secret World of Arrietty as learning media. Data analysis included normality tests, homogeneity tests, paired-sample t-tests, and regression analysis. The results showed a significant improvement in students’ understanding of Japanese sentence patterns after the use of anime media, with significance values below 0.05. Regression analysis also indicated that anime media had a positive and significant effect on learning outcomes. Furthermore, questionnaire results revealed that students had very positive responses toward the use of anime, considering it engaging, contextual, and easy to understand. Therefore, it can be concluded that anime is an effective and appropriate learning medium for improving Japanese sentence pattern comprehension among LPK SBN students

The use of Artificial Intelligence (AI) in higher education is increasingly widespread, but its impact on pragmatic competencies such as language politeness has not been widely studied. This study aims to: (1) measure the effect of AI use on students' language politeness, (2) explore students' interpretations of these changes, and (3) analyze significant differences between groups using AI and those not. This study used a mixed method with a quasi-experimental design involving students divided into experimental (n=30) and control (n=29) groups. Data were collected through language politeness tests (pre-test and post-test), Focus Group Discussions (FGD), interviews, and observations, then analyzed statistically (t-test) and thematically. The results showed that: (1) There was a significant increase in the experimental group (from an average of 53.70 to 60.17; p < 0.001). (2) Students perceive AI as a learning partner that triggers cognitive, behavioral, and affective transformation, and (3) There is no significant difference between the scores of the experimental and control groups (p = 0.138). These findings indicate that although AI is effective in improving language politeness, the improvement can be matched by other methods that are also successful in raising metapragmatic awareness. The control group achieved equivalent results through the use of social support (social scaffolding), intensive self-evaluation, and high motivation triggered by awareness as research participants (Hawthorne Effect). Therefore, it can be concluded that metapragmatic awareness is a key factor that is more decisive in improving language politeness, compared to simply using certain tools or technologies.

With the rapid development of social media, the phenomenon of hate speech on digital platforms has increasingly gained global attention, including in Indonesia. TikTok, as a platform with short video formats, has become a busy space for interaction, but also a medium for the emergence of hate speech. This article aims to analyze the phenomenon of hate speech in the comment sections of TikTok account Shafeea Ahmad, focusing on the types of implicatures contained within them. Using a descriptive qualitative approach, this research explores various forms of hate speech, such as implicatures of insult, warnings, anger, annoyance, and provocation found in netizens' comments. The results of the study show that hate speech occurring in TikTok comment sections can damage individual reputations, create social tensions, and worsen the mental health of victims. Therefore, a more considerate approach in commenting on social media is needed to create a safer digital space.

This study aims to explore the author's worldview in Perahu Kertas, a novel by Dewi Lestari, using a qualitative approach within the framework of genetic structuralism. The analysis focuses on three main aspects: (1) the socio-cultural conditions depicted in the novel, particularly the characters’ interactions with their social environment; (2) societal perspectives on work, social status, and the conflict between parental expectations and individual aspirations; and (3) the author’s worldview, which highlights the struggles of young graduates navigating between securing a stable job for survival and pursuing their dreams for the sake of idealism. The findings demonstrate that the novel reflects the realities of Indonesian society, particularly the challenges faced by young individuals as they balance their ambitions with external pressures.

This research investigates how students with varying academic achievement levels utilize ChatGPT in the process of writing their undergraduate theses. Employing a qualitative phenomenological approach, the study explores the patterns of use, perceptions, motivations, and challenges experienced by high-achieving, mid-achieving, and low-achieving students. Data were collected through in-depth interviews with three participants from Universitas Islam Malang, each representing a distinct academic category. The findings reveal that high-achieving students use ChatGPT critically and selectively to refine coherence and clarity, while mid-achievers rely on it for structural organization and motivational support. In contrast, low-achieving students exhibit a higher degree of dependence, often using ChatGPT as a primary source of content and guidance. Across all groups, ChatGPT is perceived as both a cognitive and emotional aid, though ethical concerns such as originality, over-reliance, and learning depth vary significantly. The research highlights the need for differentiated pedagogical strategies and ethical guidance to ensure responsible AI integration in academic writing.

This study examines the role of subordinate clauses as adjuncts in complex sentences from the "Living" category of Vogue Magazine articles published February 5–6, 2025. The study is motivated by the need to understand how these clauses contribute to the meaning and structure of sentences, particularly in written media, which often uses detailed and descriptive language. Using a descriptive qualitative method, the study analyzed 48 complex sentences from three articles. The subordinate clauses were classified according to their functions based on Aarts's (2001) theory. The analysis focused on adjuncts that provide additional information about time, reason, condition, and concession. The findings show that 21 subordinate clauses functioned as adjuncts. Adjuncts of condition were the most common among these, accounting for 38% of the data. They were followed by adjuncts of time (29%), concession (19%), and reason (14%). The results suggest that writers in Vogue frequently use conditional clauses to describe situations, possibilities, or hypothetical scenarios. The data were presented in formal tables, tree diagrams, and descriptive explanations. Using the theory of Aarts (2001) and Brown and Miller’s (1991) tree diagrams to provide structural analysis, this study contributes to a deeper understanding of how subordinate clauses, especially adjuncts, function to enrich written text. This study is expected to help students, teachers, and language enthusiasts explore syntactic elements in media texts.

This study aims to identify and analyze the turn-taking mechanisms in the animated movie Elemental (2023). The main focus is on how the characters in the movie apply strategies of taking the turn, holding the turn, and yielding the turn in their dialogues. This research employs a descriptive qualitative approach and applies the theory of turn-taking by Stenström (1994). The data were collected through transcriptions of the film’s dialogue, which were then classified according to types of turn-taking mechanisms. The analysis revealed a total of 76 turn-taking occurrences, with “taking the turn” being the most dominant strategy with total 43 occurrences. These findings indicate that the characters in Elemental tend to hold their speaking turns in order to convey important or emotional information. This study contributes to the field of discourse analysis in the context of animated media, which, although fictional, presents realistic communication interactions.

Reading comprehension is a crucial skill in English learning, yet many Indonesian EFL students still face difficulties in understanding texts. This study aimed to investigate the implementation of the Listen-Read-Discuss (LRD) strategy in teaching reading comprehension and to explore students’ perspectives on its effectiveness. The research employed a qualitative descriptive design with junior high school students as participants. Data were collected through classroom observation and semi-structured interviews and analyzed thematically. The findings revealed that the teacher implemented the three stages of LRD consistently and systematically. The listening stage provided a model of fluent reading that helped students capture the main ideas, the reading stage offered opportunities for independent practice and vocabulary reinforcement, and the discussion stage promoted interaction, interpretation, and collaborative meaning-making. From the students’ perspective, LRD made reading lessons more motivating, enjoyable, and supportive of comprehension. However, several challenges emerged, particularly limited vocabulary knowledge and unequal participation during discussions, which suggest that adaptation is needed to optimize its use. Overall, this study confirms that LRD is an effective strategy for teaching reading comprehension in EFL contexts while also extending previous research by highlighting contextual obstacles in Indonesian classrooms. The results imply that teachers may integrate vocabulary pre-teaching, visual aids, and structured discussion techniques to enhance the effectiveness of LRD. Future research is recommended to test this strategy with larger samples, different text types, and digital-based adaptations to broaden its pedagogical contribution.