English Language Teaching Methodology

VIOLATIONS OF POLITENESS IN OME TV INTERACTIONS: A SPEECH ACT ANALYSIS OF INDECENT EXPRESSIONS

Alfian Ramdhani, Moh Gufron, M. Mizanul Haq — Mon, 31 Aug 2026 00:00:00 +0000

Indecent expressions are increasingly common on random video-chat platforms such as OmeTV, yet little is known about how they function pragmatically as violations of politeness, making this an urgent site for inquiry. This study investigates such violations through a speech act analysis of indecent expressions, based on the assumption that these expressions are not merely vulgar lexical choices but pragmatic acts that shape interpersonal relations between speakers. Unlike prior research that treats online toxicity and im/politeness separately, this study offers a novel integration of the two frameworks in the underexamined context of synchronous video-based interaction. The objectives are to identify the forms of politeness violations found in OmeTV interactions, to analyze the speech acts realized through indecent expressions, and to explain how such expressions reflect politeness violations online. This study employed a descriptive qualitative approach with pragmatic analysis. The data consisted of utterances containing indecent expressions, classified according to the forms of politeness violations and their speech act functions. Findings show that politeness violations in OmeTV are primarily realized through sexualized indecent remarks, direct insulting expressions, mocking and degrading utterances, and intrusive personal comments, predominantly realized as expressive, directive, and representative speech acts. These results indicate that indecent expressions in OmeTV are not merely lexical phenomena, but pragmatic acts that threaten face, violate interpersonal boundaries, and construct relations of domination in digital interaction. The study concludes by contributing to digital pragmatics, particularly in understanding the relationship between politeness violations, indecent expressions, and speech acts in random video-chat communication.

CONTRIBUTING FACTORS TO SPEAKING ANXIETY IN AN ISLAMIC BOARDING SCHOOL (AN EXPLORATORY STUDY OF FEMALE DARUN NA’IM ISLAMIC BOARDING SCHOOL)

Annisa Amalia , Dwi Riyanti, Endang Susilawati — Mon, 31 Aug 2026 00:00:00 +0000

Speaking anxiety remains an urgent yet underexplored barrier to English learning in Islamic boarding schools (pesantren), where institutional, linguistic, and religious dynamics may intensify students’ fear of speaking. This qualitative study investigated factors shaping speaking anxiety among 12 female students aged 16–18 at Darun Naim Islamic Boarding School, Pontianak, West Kalimantan. Data were collected through semi-structured interviews, classroom observations, and triangulation interviews with a teacher and administrator. The Foreign Language Classroom Anxiety Scale (FLCAS) was used solely to screen participants with high anxiety. Thematic analysis identified four interconnected factors: social surveillance and fear of negative evaluation; high expectations and teacher reverence (tadzhim); institutional reputation pressure; and personal aspirations. A key novelty is the motivation paradox: students’ aspirations for prestigious universities coexist with limited classroom participation due to exhaustion, judgment, and social pressure. The study contributes a context-sensitive framework for understanding language anxiety and informs supportive pesantren English-learning environments.

FALOU APPLICATION ON STUDENTS’ PRONOUNCIATION (A QUANTITATIVE RESEARCH)

Ibrahim Rahman, Andi Bulkis Maghfirah Mannong, Sujariati — Mon, 31 Aug 2026 00:00:00 +0000

Accurate vowel pronunciation remains a challenge for Indonesian EFL learners, highlighting the need for accessible technology-enhanced pronunciation practice. This study investigated the effect of the Falou application on eighth-grade students’ vowel pronunciation at SMPN 18 Makassar. Employing a quantitative pre-experimental one-group pretest–posttest design, the study involved students from class 8.1, selected through random sampling. Data were collected through pronunciation tests administered before and after the intervention and analyzed using a paired-samples statistical test. The results revealed a substantial improvement in students’ pronunciation performance, with the mean score increasing from 40.00 in the pretest to 74.37 in the posttest. The difference was statistically significant (Sig. 2-tailed = 0.000 < 0.05). These findings demonstrate that Falou can provide an effective technology-mediated environment for practicing vowel pronunciation and contribute to the development of innovative, accessible, and engaging pronunciation instruction for EFL learners.

TRANSFORMING STUDENTS’ SPEAKING SKILLS THROUGH THE TREFFINGER LEARNING MODEL: A FOCUS ON PRONUNCIATION

Madania, Herlina Daddi, Maharida — Mon, 31 Aug 2026 00:00:00 +0000

Pronunciation remains a critical yet challenging component of speaking proficiency, particularly when conventional instruction provides limited opportunities for creative and active learning. This study investigates the novelty and effectiveness of the Treffinger Learning Model as a creative instructional approach to enhance students’ English pronunciation. Employing a pre-experimental one-group pretest–posttest design, the study involved 25 eleventh-grade students from the Islamic English Teenager (IET) group at MAN 2 Kota Makassar during the 2022–2023 academic year. Data were collected through a pretest, four treatment sessions, and a posttest, and analyzed using a t-test. The findings revealed a statistically significant improvement in students’ pronunciation scores, with the mean increasing from 60.72 to 85.80. These results demonstrate that the Treffinger Learning Model can provide an engaging alternative to conventional speaking instruction by fostering active participation and creative learning. The study contributes empirical evidence supporting the integration of creative learning models into pronunciation-focused EFL instruction.

VOCABULARY AND GRAMMAR MASTERY AS PREDICTORS OF WRITING ABILITY AMONG INDONESIAN EFL JUNIOR HIGH SCHOOL STUDENTS

Mardiana Senawah, Hanni Yukamana, Mulyadi — Mon, 31 Aug 2026 00:00:00 +0000

Vocabulary and grammar are fundamental resources for effective writing, yet their relationships with descriptive writing among Indonesian EFL learners remain underexplored. This study investigated the individual and joint relationships of vocabulary and grammar mastery with seventh-grade students’ descriptive writing ability. Using a quantitative correlational design, the study involved 64 students from SMP Negeri 1 Kayuagung, selected through cluster random sampling. Data were collected using vocabulary and grammar tests and a descriptive writing assessment, then analyzed through Pearson correlation and multiple regression. The findings revealed very strong positive relationships between vocabulary and writing (r = .953, p < .001) and grammar and writing (r = .961, p < .001). Together, vocabulary and grammar explained 95.5% of the variance in writing performance (R² = .955), with grammar showing a stronger relative contribution (β = .545) than vocabulary (β = .453). The study contributes context-specific evidence supporting integrated vocabulary–grammar instruction to strengthen descriptive writing in Indonesian EFL classrooms.