English Language Teaching Methodology

The Impact of Problem-Based Learning on Teaching The Aspect Of Organization In ESP Writing

2026-03-24T13:52:58+00:00

The rapidly evolving demands of the global workplace require higher education to move beyond traditional rote learning toward methods that mirror real-world professional challenges. By placing students at the center of authentic scenarios, problem-based instruction serves as a bridge between classroom theory and the complex communication tasks required in specialized careers. Problem-based instruction was developed to foster students’ intrinsic motivation, problem-solving and collaboration skills, creativity, as well as their capacity for independent research, analysis, and reasoning. The research presented in this dissertation sought to investigate the extent to which problem-based instruction enhances the acquisition of the global aspect of writing organization in English for Specific Purposes (ESP) courses. This focus is particularly relevant, as prior studies rarely examine specific writing components, instead tending to address writing development in a more general sense. In accordance with the defined research problem, aim, and tasks, a causal method was applied in the study— a controlled experimental design with two groups. The group exposed to the experimental condition covered the basic features of business style through a previously designed teaching unit prepared according to the principles of structuring a problem-based lesson. The same content was taught in the control group, but through a lecture-demonstration instructional method. The results of the paired-samples t-test revealed that problem-based learning is highly beneficial model when the goal is to develop writing style in students learning English for Specific Purposes.

THE Video Dubbing Projects in English: Verb Students

2025-02-22T09:08:59+00:00

This study investigates the effectiveness of video dubbing projects in improving vocational students’ English verb vocabulary. Addressing the persistent challenge of limited contextual vocabulary acquisition, this research introduces dubbing as an interactive, multimodal learning strategy. A pre-experimental design was employed with 37 eleventh-grade students at SMAK Makassar using total sampling. Data were collected through pre-test and post-test measures. Results show a substantial improvement in students’ verb vocabulary, with mean scores increasing from 42.97 to 78.37. Statistical analysis indicates significance (p = 0.01 < 0.05), confirming the effectiveness of the intervention. The novelty of this study lies in integrating audiovisual translation tasks to promote active vocabulary use in context. This research contributes empirical evidence supporting video dubbing as an engaging pedagogical tool that enhances comprehension, retention, and practical usage of verbs in vocational English learning environments.

Investigating The Effects of Self-Directed Dialogue on Freshman English Learners Speaking Power in Expressing Opinions

2026-04-22T11:42:30+00:00

Speaking proficiency is a crucial productive competence for students of English Language Education; however, first-year learners often experience difficulties in articulating opinions orally due to limited opportunities for autonomous practice and high levels of speaking anxiety. Although previous studies have demonstrated the effectiveness of self-directed dialogue in enhancing speaking skills, research specifically addressing freshman learners during their critical transition period remains limited, particularly in EFL contexts with minimal out-of-class English exposure. This study aims to investigate whether and how the use of self-directed dialogue influences freshman English learners’ speaking performance in terms of fluency and accuracy. Adopting a qualitative case study design, this research involved fifteen first-semester students enrolled in the English Education Program at Universitas Muhammadiyah Makassar in the 2025/2026 academic year. Data were collected through participatory observation and semi-structured interviews and analyzed using Miles and Huberman’s interactive framework. The findings indicate that self-directed dialogue contributes to improvements in speaking fluency, as reflected in reduced pauses, increased spontaneity, and clearer sentence structuring, as well as in speaking accuracy, including improved vocabulary use, sentence formation, and pronunciation. In addition, the practice fosters learner autonomy and self-confidence, supporting students’ adjustment during the transition to higher education. These findings highlight the role of self-directed dialogue as a pedagogical bridge that integrates linguistic development and learner adjustment, offering a contextually relevant contribution to EFL pedagogy. In conclusion, self-directed dialogue serves as an effective complementary strategy to support freshman learners’ speaking development, particularly in facilitating their transition toward more autonomous learning.

The Rethinking Vocabulary Learning: The Power of English Movie Subtitles

2026-01-31T07:07:59+00:00

Vocabulary mastery remains a persistent barrier in English as a Foreign Language (EFL) learning among senior high school students in East Kalimantan, particularly amid uneven educational resources. This study addresses the urgent need for accessible and context-sensitive strategies by examining the pedagogical potential of English movie subtitles. Employing a qualitative library research design, it synthesizes findings from academic literature, theses, and policy documents focusing on both urban and remote school contexts. The novelty of this study lies in its contextualized analysis of subtitle use across proficiency levels and infrastructural conditions. Findings indicate that subtitles enhance vocabulary acquisition through improved comprehension and lexical recognition. Intralingual subtitles benefit intermediate learners, while interlingual subtitles reduce anxiety among beginners. The study contributes practical insights into integrating audiovisual media in EFL instruction, highlighting the role of technological readiness and curriculum adaptability in optimizing learning outcomes.

Exploring Young Volunteers' Experiences in Teaching English Vocabulary to Immigrant Children in Malaysia

2026-01-24T14:50:06+00:00

Children of Indonesian migrant workers in Malaysia often face limited access to formal education due to legal and social constraints. This condition highlights the importance of non-formal education supported by young volunteers. This study explores the experiences of Indonesian young volunteers in teaching English vocabulary to immigrant children at Sekolah Indonesia Kuala Lumpur (SIKL) within a temporary learning environment. A qualitative descriptive approach was employed through semi-structured interviews with four volunteers aged 16–21 years. The data were analyzed thematically to identify volunteers’ motivations, teaching strategies, and challenges. The findings indicate that volunteers were motivated by social contribution and personal development. Game-based activities, storytelling, and simple rewards effectively increased children’s participation and engagement. However, volunteers encountered challenges related to limited facilities, physical fatigue, and classroom management. Overall, the involvement of young volunteers had a positive impact on the learning process of immigrant children and contributed to the volunteers’ social and emotional development.