This study investigates the challenges and strategies for preserving and passing down local dialects in South Sumatra, focusing on language ecology. Findings from interviews, field observations, and local document analysis reveal a significant decline in dialect usage, largely confined to informal family interactions, while Bahasa Indonesia and English dominate educational and professional contexts. Social and linguistic changes, influenced by urbanization and migration, further marginalize dialects. The study identifies several strategies for preserving dialects, including incorporating dialects into English as a Foreign Language (EFL) teaching, dialect digitization, media development, and community involvement. EFL teachers can use local dialects to teach English, integrating cultural elements such as folk tales to enhance students' language skills and promote linguistic diversity. Despite the challenges posed by globalization, these localized approaches can help maintain dialects in South Sumatra. The research provides valuable insights into the preservation of dialects in the region and offers practical implications for EFL education to support linguistic and cultural heritage.

This study aims to enhance students’ essay writing skills through the implementation of a qualitative learning model and to investigate their perceptions of the use of collaborative learning in the classroom. A total of 15 students participated in the study. The statistical test results indicated a significance value of p < 0.01, which is below the threshold of 0.05, demonstrating that the use of collaborative learning models in academic writing can significantly improve students’ writing skills. Students’ perceptions of collaborative writing were predominantly positive in terms of overall understanding, comprehension, knowledge exchange, and critical thinking. The mean scores for items 1, 2, 3, and 4 ranged from 3.13 to 3.33, suggesting that students largely perceived collaborative writing as having a positive impact on these aspects. Aspects related to participation, reflecting shared active contribution during collaborative writing activities (item 13) and problem solving by group members (item 3), were rated moderately at 3.13. This indicates that although students reported being engaged, some challenges may still have been encountered in achieving full participation throughout the process

Despite global shifts towards process-oriented L2 writing instruction, a theory-practice gap persists in Indonesia, where pedagogy often remains product-focused. This study investigates how Indonesian in-service English teachers formulate their beliefs about writing practices and instruction through an ecological lens. A qualitative case study design was employed, involving 20 voluntary high school teachers from Yogyakarta during a professional development program. Data were collected through narrative frames, written narratives, and semi-structured interviews, and analyzed via qualitative content analysis to identify emergent themes. Findings revealed a fragile instructional microsystem, primarily constrained by teachers’ own identities as writers. A significant lack of writing self-efficacy led many to adopt protective, control-oriented pedagogies, such as sentence-level drills and corrective feedback, despite espousing beliefs in process-oriented approaches. This growth mindset paradox highlighted how internal insecurities and external pressures (e.g., administrative burdens, student readiness) undermined the implementation of constructive beliefs. The study concludes that an effective reform must address teachers’ personal writing competencies, suggesting that professional development should focus on building their identity and confidence as writers to foster more authentic, process-focused writing classrooms.

English has become a significant medium of communication in Indonesian pesantren, yet limited research has examined how students in this setting produce spoken English. Previous studies have largely focused on curriculum, teacher identity, and learner motivation, while little attention has been given to the morphosyntactic and lexical features of pesantren students’ actual speech. This study addresses the gap by analyzing the spoken English of 19 students (10 male, 9 female) from a pesantren in Banda Aceh through recorded interviews that were transcribed and coded for grammatical, lexical, and discourse errors. Error types were classified using an SLA-oriented framework, including inflectional and derivational morphology, syntax, lexical choice, pragmatic/discourse, and interlingual errors. The findings reveal that female students were more vulnerable to inflectional morphology errors (50.72%), particularly with verb tense, copula omission, articles, and plural –s. Male students showed higher proportions of syntax errors (33.88%) and pragmatic/discourse errors (7.10%), including misordering, fragments, redundancy, and repetition. Both groups shared difficulties with derivational morphology and lexical choice, while interlingual interference was minimal. The results suggest that while pesantren students share developmental L2 difficulties, gender-based differences emerge in their grammatical and discourse patterns, offering implications for pedagogy and curriculum design.

This meta-synthetic analysis shows that STEAM-based transformations within online collaborative learning environments significantly enhance students’ reading comprehension. Across the synthesized studies, STEAM integration—through inquiry-driven tasks, interdisciplinary problem-solving, and multimodal digital tools—consistently improved literal, inferential, and evaluative comprehension skills. These gains were closely linked to increases in learner engagement, motivation, and sustained collaboration, indicating that reading becomes more meaningful when embedded in authentic, interdisciplinary contexts. The findings highlight that effective STEAM-oriented online collaboration requires clear scaffolding, structured group roles, and technology that supports co-construction of meaning. Platforms enabling joint annotation, discussion, and reflection helped students interpret texts from multiple perspectives and build deeper understanding. The results align strongly with social constructivism, cognitive load theory, and multiliteracies, demonstrating that students learn best when reading is approached as an active, social, and multimodal process. Nevertheless, several challenges emerged, including uneven digital literacy, inconsistent group participation, and teacher readiness for facilitating interdisciplinary online learning. Addressing these limitations will require deliberate instructional design, accessible digital tools, and ongoing professional development. This study provides an integrated perspective on how STEAM-based online collaborative learning meaningfully supports reading comprehension. By synthesizing diverse evidence, it establishes a coherent framework for designing innovative, technology-enhanced reading instruction. Future research should explore long-term learning effects, scalable implementation models, and the potential of emerging AI tools to support STEAM-aligned collaborative literacy practices.

This study investigates the sociolinguistic patterns of hate speech directed at the three Indonesian presidential candidates on Instagram during the 2024 election campaign. Grounded in qualitative–descriptive inquiry, the research analyzes 180 public comments using sociolinguistic discourse analysis, thematic categorization, and interpretive frameworks. Findings show that hate expressions are shaped by political identity, emotional intensity, and ideological positioning. Hate directed at Prabowo Subianto is dominated by revenge (30%) and sadism (26.7%), reflecting emotionally charged hostility tied to his long political history. Anies Baswedan receives predominantly instrumental violence (30%) and revenge (28.3%), indicating strategic attempts to delegitimize his credibility and dissatisfaction with his political maneuvers. For Ganjar Pranowo, instrumental violence (36.7%) and ideology-driven attacks (21.7%) are most prominent, embedding him in narratives of systemic distrust and corruption. Across candidates, hate speech operates as a sociolinguistic mechanism for constructing identity, reinforcing group boundaries, and sustaining political polarization in digital spaces. The study contributes to Indonesian sociolinguistic research by offering a context-specific examination of hate speech on Instagram, highlighting its linguistic forms, discursive strategies, and implications for digital political communication, identity construction, and mitigation efforts.

This study investigates the impact of AI-enhanced multimodal reading on EFL learners’ comprehension and engagement in an Indonesian madrasah context. Employing an explanatory sequential mixed-methods design, the research combined a pre-experimental one-group pretest–posttest design with semi-structured interviews. Thirty eleventh-grade students at MAS Al Falah, Tulang Bawang, participated in the quantitative phase, while six students were purposively selected for the qualitative phase. The intervention, conducted over four weeks, integrated DALL·E-generated visuals into reading tasks covering topics such as Indonesian environmental figures, digital literacies, and personal identity. Quantitative findings revealed a significant improvement in learners’ comprehension, with mean scores rising from 75.07 (pretest) to 81.73 (posttest), and an N-Gain of 0.269 indicating low-to-moderate progress. Qualitative analysis further explained these gains, showing that students attributed their improvement to visual scaffolding, heightened motivation, stronger identity connection, and collaborative meaning-making, although some expressed challenges in interpreting AI-generated images. The integration of both strands through joint display confirmed that cognitive, affective, and sociocultural dimensions collectively shaped learning outcomes. The study concludes that AI-enhanced multimodal reading can enrich EFL pedagogy by promoting comprehension and engagement, while also highlighting the need for scaffolding and digital literacy development. Future research should extend to longitudinal designs, larger populations, and comparative analyses of different AI tools to sustain and generalize the benefits of multimodal learning.

This study investigates the effect of vowel-reduction dubbing practice on the Word Error Rate (WER) of automatic speech recognition (ASR)-generated captions in Zoom-based English presentations. Employing a convergent mixed-methods design, the research examines how misarticulation related to vowel reduction—particularly the realization of schwa—shapes ASR performance and caption accuracy. Twentyseven English teacher candidates completed structured dubbing tasks followed by ASR transcription analysis using Zoom’s auto-captioning system. WER was calculated using standard computational formulae, and both quantitative data (percentages, accuracy ratios, and error rates) and qualitative data (error types, substitution patterns, and prosodic deviations) were systematically analyzed. Results indicate that substitution errors remained the most dominant ASR error type, especially when vowel reduction occurred without adequate prosodic support. A substantial improvement was observed following the intervention: the average WER decreased by approximately 52% (from 27.4% to 13.2%), demonstrating a strong effect of targeted dubbing practice on caption intelligibility. Participants who maintained clearer vowel quality and rhythmic timing achieved consistently lower WER scores, while those applying excessive or inconsistent vowel reduction produced higher rates of substitution and deletion errors. The study highlights the pedagogical value of integrating ASR-based feedback with dubbing activities to strengthen learners’ pronunciation intelligibility and schwa awareness. It further underscores the importance of TPACK-informed instruction that cultivates learners’ sensitivity to both human comprehensibility and machine recognition. Overall, these findings contribute to ongoing developments in pronunciation pedagogy by bridging technology-enhanced learning with EFL teacher education.

This study investigates the correlation between students’ reference book reading comprehension and their oral presentation skills when delivering educational content through YouTube. Despite extensive research on language skills development, the specific relationship between academic reading comprehension and digital presentation capabilities remains underexplored. Using an explanatory correlational design, this study assessed 7th-semester English Education students at Universitas Islam Nusantara through reading comprehension tests, YouTube presentation evaluations, and perception questionaires. Result revealed a strong positive correlation (r = 0.712, p = 0.009) between reference book comprehension and presentations effectiveness, particularly in content structure, clarity, and delivery confidence. Regression analysis demonstrated that reading comprehension activities significantly predicts oral presentations performance, suggesting that integrated pedagogical approaches combining reading comprehension activities with digital presentation practice could enhance students’ communication competencies. These findings contribute to our understanding of digital literacy development in language education and highlight the potential of YouTube as a platform for self-assessment and skills enhancement.

This study explores the sociopragmatic functions of taboo language in two contrasting Balinese speech communities: Tenganan Pegringsingan Village and Denpasar City. Using a qualitative descriptive approach supported by non-participant observation, semi-structured interviews, and discourse documentation, the research examines how speakers employ taboo expressions to negotiate politeness, express emotion, and perform social identity. Grounded in Brown and Levinson’s Politeness Theory (1987), Locher and Watts’s concept of relational work (2005), and Culpeper’s notion of impoliteness (2011), the analysis reveals a clear sociocultural divergence. In Denpasar, taboo words function as expressive and relational tools that reinforce solidarity, humor, and affective intensity within peer-based interactions. In contrast, Tenganan’s linguistic norms constrain the use of taboo expressions to maintain ritual purity, respect, and social hierarchy. Componential analysis further uncovers that Denpasar’s taboo lexicon emphasizes emotional intensity and pragmatic versatility, while Tenganan’s reflects moral restraint and symbolic caution. The findings demonstrate that taboo language, far from being mere linguistic deviance, operates as a culturally situated pragmatic resource that mirrors each community’s values, power dynamics, and communicative ideologies.