Integrating social media platforms, particularly Instagram, into educational settings has garnered significant attention due to its potential for enhancing language learning, specifically vocabulary acquisition. This study aims to investigate the students' perceptions and utilization of Instagram's features specifically for English vocabulary acquisition. The study explores two key questions: Firstly, it seeks to understand students' perceptions regarding incorporating Instagram into their vocabulary learning process. Secondly, it aims to examine how students utilize the various features of Instagram to facilitate their vocabulary acquisition. The data is analyzed using a descriptive qualitative method, presented as the result of an interview transcript and document review. The result of the study shows that students have a positive perception of using Instagram for learning English. Participants expressed enthusiasm about the opportunity to practice English in real-life contexts through posting, receiving feedback, and interacting with native speakers and other learners worldwide. This positive perception is further supported by their increased motivation, confidence, and sense of accomplishment in improving their language skills. The students also utilize the various features of Instagram such as Direct massages, caption, and post to facilitate their vocabulary acquisition.

This study investigates the Mindfulness Speed Reading: in improving reading comprehension among seventh-grade students at MTs Nurul Amal Pusat Menes. Using a true experimental design, two classes were selected: one as the experimental group receiving the mindfulness speed reading treatment, and the other as the control group receiving no treatment. Data were collected through pre-tests and post-tests, and analyzed using normality, homogeneity, and N-Gain tests. Results showed a significant improvement in the experimental group, with an N-Gain score of 68.76%, categorized as moderate to high effectiveness. The findings indicate that integrating mindfulness practices into speed reading not only helps students read faster but also enhances their focus, reduces distractions, and improves comprehension. This approach offers a promising strategy for educators to support students in developing both reading speed and understanding in English learning contexts.

Teaching phonics to English foreign language learners could be challenging due to phonological differences between the first and foreign languages. Teachers are expected to master phonological aspects, especially in an English language centre where English is taught to students at an early age. This research aimed to investigate the phonological knowledge of teachers at the English language centre, the difficulties they encountered in phonology, and phonology in learning materials. This research employed a qualitative case study design, including phonological tests, interviews, and content analysis. The current study found that the participants’ phonological knowledge was sufficient a focus on the phonological aspects despite the limitations of some sounds that hindered the pronunciation. The phonology difficulties include fricatives, affricates, certain vowel distinctions, and allomorph pronunciation. Another finding is that the materials that were delivered deal with phonological knowledge that is supported by word recognition strategies. This research’s findings contribute to the importance of phonological aspects for teachers and learning materials that can be improved to enhance phonic or phonology teaching.

This pre-experimental study aimed to address a research gap in TOEFL preparation for English Education Department students at UIN Raden Intan Lampung, who face significant challenges in English proficiency, particularly in listening. Utilizing a one-group pretest-posttest design, the study implemented a short-term, targeted instructional intervention over three online meetings via Zoom. The intervention, based on a needs analysis, used a custom-designed TOEFL module focused on listening strategies. The results from a paired-samples t-test on official ETS TOEFL Listening test exercises revealed a statistically significant improvement in scores, with the mean post-test score (M=37.48, SD=3.34) being significantly higher than the pre-test score (M=30.30, SD=3.89), with p=0.000. This indicates that even a concise, targeted intervention can effectively enhance listening skills among these students, providing a foundation for developing more effective preparation programs and future, more robust research.

This research aims to analyze the translation techniques applied to proper nouns in the Indonesian translations of the seven books in The Chronicles of Narnia series and its translations. Employing a descriptive qualitative method, the data sources consisted of the original English texts and their corresponding Indonesian translations. The data comprised words and phrases identified as proper nouns. Data were collected through observation and note-taking techniques. The primary instrument was the researcher, supported by a set of indicators based on the characteristics of proper nouns to guide data selection. The analysis followed three stages: data condensation, description, and conclusion drawing. The result showed that translation and transference techniques emerged as the most frequently used techniques. Many proper nouns share the same form as common nouns but are identified by their capitalization, making literal translation a viable option. Additionally, most of the proper nouns in the novels are standard personal or place names that carry little to no inherent meaning. As a result, they are commonly retained in their original form through the technique of transference, with no need for further alteration by the translator. Furthermore, it is followed by Modification (6.8%), Addition (6.1%), Generalization (1.6%), Substitution (1.4%), Omission (1.2%), and Transference Plus Phonetic Adaptation (1.1%). Overall, this study underscores the need for a balance between linguistic accuracy and cultural accessibility in the translation of proper nouns in fictional works. It also needs careful technique selection to maintain readability and authenticity for target readers in the Indonesian context.

Language attrition, defined as the gradual decline in language proficiency, presents a critical challenge for multilingual junior high school educators in Indonesia. This study investigates the cognitive mechanisms driving language retention and loss, with a focus on factors such as cognitive load, language use frequency, emotional connections, and institutional policies. Employing a mixed-methods approach that includes literature reviews, semi-structured interviews, surveys, and cognitive assessments, the research examines experiences among multilingual educators in Kediri. Findings reveal that Bahasa Indonesia proficiency remains high due to regular usage, while English and regional languages face varying attrition levels. Qualitative data indicate that language switching increases cognitive strain, particularly when proficiency levels vary. Emotional attachment to regional languages mitigates attrition, though institutional policies emphasizing Bahasa Indonesia and English contribute to linguistic compartmentalization. Addressing language attrition requires balanced policies that promote consistent multilingual use, thereby reducing cognitive strain and fostering emotional connections. These findings offer practical insights for enhancing multilingual education in Indonesia’s schools.

Society 5.0 impacts many sectors, including education. Education must be prepared to adapt to these changes, especially in how it shapes the teaching competencies of trainee teachers. This study aims to assess the readiness of trainee teachers to meet the challenges posed by Society 5.0 and to identify the competencies needed for the future. Using a descriptive quantitative approach with a survey method, this study sampled 115 English trainee teachers from the University of Muhammadiyah Tangerang. Data was collected through a questionnaire and analyzed using descriptive statistics. The study focuses on five competencies: communication, leadership, curiosity, reading comprehension, and managerial skills. The findings indicate that while trainee teachers are well-prepared in managerial, curiosity, and reading comprehension skills, there is a need to enhance their communication and leadership abilities. To be fully prepared for Society 5.0, additional competencies such as adaptability, critical thinking, digital literacy, and problem-solving skills must be considered. Incorporating real-world scenarios, feedback, and collaboration into the assessment process will ensure that trainee teachers can effectively navigate the complexities of a rapidly changing society.

Integrating environmental issues into English language education is essential for fostering students' awareness and sense of responsibility. While research on environmental education exists, there is still limited understanding of how local teachers implement these concepts in practice. This study investigates the perspectives of English teachers at SMPN 1 South of Tangerang regarding their methods of incorporating environmental themes into their lessons. Using a qualitative descriptive approach, data were collected through surveys, written closed ended interviews with three teachers who actively include these topics, and documentation. The result show that English teachers have a good view on integrating environmental issues in learning, although they face some challenges in its implementation. This study concludes that learning English while discussing environmental issues at SMPN 1 South Tangerang can increase students' awareness of sustainability. By aligning English teaching with sustainability goals, teachers can nurture students who are environmentally aware and ready to face global challenges, thus contributing to a more sustainable future.

This study measured the effectiveness of reading comprehension in English. Therefore, the purpose of this study is to find out whether there is an effect in using the new strategy so as to train learners to know foreign vocabulary by using context clues. The method used was quantitative quasi-experiment consisting of 2 classes, the population was taken from seventh grade students. namely class VII A as the control group and class VII C as the experimental group. each class amounted to 30 learners. Data were obtained by performance tests containing descriptive text. Based on the test results, the calculated T value is 12.986 ˃ T table 1.701 so it shows Ho is rejected and Ha is accepted. This is significant based on the percent of reading comprehension of seventh grade students at MTs Negeri 3 Cilegon City by 85.8% and the remaining 14.2% is influenced by other variables. This shows that the data that has been obtained there is an increase in students' reading comprehension in descriptive text after using the Context Clues Strategy.