https://jurnal.ar-raniry.ac.id/index.php/englisia <p style="text-align: justify;"><strong><img alt="logo" src="/public/journals/53/cover_issue_597_en_US.jpg" style="float: left; margin-left: 1px; margin-right: 12px; width: 107px; height: 150px;" /></strong><span style="font-family: courier new,courier,monospace;">ISSN-P </span><a href="https://issn.brin.go.id/terbit/detail/1383557703" rel="noopener noreferrer" target="_blank"><span style="font-family: courier new,courier,monospace;">2339-2576</span></a><br /> <span style="font-family: courier new,courier,monospace;">ISSN-E </span><a href="https://issn.brin.go.id/terbit/detail/1463377773" rel="noopener noreferrer" target="_blank"><span style="font-family: courier new,courier,monospace;">2527-6484</span></a><br /> <strong>Englisia Journal (EJ)</strong> is open access and peer-reviewed journal that considers any original scientific article that expands the field of language studies in English Language Teaching and various other related applied linguistics themes. The journal publishes articles of interest to language teachers, practitioners, and language researchers. Manuscripts must be original and educationally interesting to the audience in the field. The goal is to promote concepts and ideas developed in this area of study by publishing relevant peer-reviewed scientific information and discussion. This will help language practitioners to advance their knowledge for greater benefit and output in their professional contexts.</p> <p style="text-align: justify;">From Vol 9, No 1 onwards, EFL/ESL articles with contemporary relevance and research concepts focused on religious educational institutions, especially within Asian countries, will be given more preference. It is expected that the ELT-related issues mentioned above can be explored scientifically, and in the end, the educational quality at religious educational institutions in this region can continually be improved. Englisia Journal opens for manuscript submission throughout the year. Englisia Journal is published bi-annually; in <strong>May</strong> and <strong>November</strong>, and only selected papers will be published in each issue.</p> <p style="text-align: justify;"><strong style="text-align: justify;">Englisia is indexed</strong><span style="text-align: justify;"> in the Directory of Open Access Journals (DOAJ) and nationally accredited by DIREKTUR JENDERAL PENGUATAN RISET DAN PENGEMBANGAN KEMENTERIAN RISET, TEKNOLOGI, DAN PENDIDIKAN TINGGI REPUBLIK INDONESIA </span><a href="https://sinta3.kemdikbud.go.id/journals/profile/3570" rel="noopener noreferrer" style="text-align: justify;" target="_blank"><strong>(SINTA 2)</strong></a><span style="text-align: justify;">&nbsp;from December </span><a href="https://drive.google.com/file/d/1POSxENpBzJij0jMrj59YMdmEInCqzYoa/view?usp=sharing" rel="noopener noreferrer" style="text-align: justify;" target="_blank">2020 to&nbsp;December 2025</a><span style="text-align: justify;">. Englisia is under the management of the English Education Department of UIN Ar-Raniry Darussalam Banda Aceh, Indonesia.&nbsp;</span></p> <p style="text-align: justify;"><strong>Contact us at: </strong><span>PBI administration office, Building B 2nd Floor Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Ar-Raniry Darussalam, Banda Aceh, 23111, englisia.journal@ar-raniry.ac.id</span></p> en-US <h4>Proposed Policy for Journals That Offer Open Access</h4><p>Authors who publish with Englisia journal agree to the following terms:</p><ol type="a"><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li></ol></ol><br /><ol type="a"><ol type="a"><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li></ol></ol><br /><ol type="a"><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li></ol> englisia.journal@ar-raniry.ac.id (Habiburrahim) englisia.journal@ar-raniry.ac.id (Fera Busfina Zalha) Wed, 07 May 2025 00:00:00 +0800 OJS 2.4.8.1 http://blogs.law.harvard.edu/tech/rss 60 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/22347 The researcher observed that most students at State Madrasa 2 Bandung lack confidence in learning English. This lack of confidence arises from anxiety about making mistakes when speaking English and concerns about failing to meet learning objectives. To address this issue, the present study evaluates the self-efficacy levels of a single class of twelfth graders at a State Madrasa in Bandung regarding English learning. The study adopted a quantitative approach, using descriptive surveys and a series of questionnaires as research instruments. The survey findings revealed that most students exhibited a moderate level of self-efficacy in learning English. According to the questionnaire responses, students’ self-efficacy levels varied from high to low across different topics. Based on these findings, students with high self-efficacy are encouraged to sustain it, while those with moderate or low self-efficacy require teacher support and engagement to improve. Therefore, it is recommended that teachers adopt appropriate strategies and approaches, along with providing motivation, to enhance students’ self-efficacy. Zubaedah Wiji Lestari Copyright (c) 2025 Zubaedah Wiji Lestari http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/22347 Wed, 07 May 2025 00:12:28 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/23446 Online news media often employ language manipulation to favor specific parties, potentially reflecting political bias, particularly in coverage of controversial issues. One such issue is Marvel’s Sabra, an Israeli Mossad superhero character, whose inclusion sparked controversy due to its association with the 1982 Sabra and Shatila massacre in Lebanon. This study investigates indications of political bias in media portrayals of the Sabra controversy. Data were sourced from six online news articles published by Al Jazeera and The Times of Israel between September and October 2022, addressing Marvel’s Sabra, alongside articles from the same period in prior years commemorating the 1982 massacre. The analysis utilized Critical Discourse Analysis (CDA) to examine ideological underpinnings through text structures and Political Discourse Analysis (PDA) to assess practical arguments. Findings revealed contrasting narratives: Al Jazeera opposed Sabra’s depiction, viewing it as propagandistic and linked to Israel’s alleged role in the massacre, while The Times of Israel supported the character, asserting Israel’s lack of direct responsibility for the event. Aurelia Puti Imani, Ribut Wahyudi Copyright (c) 2025 Aurelia Puti Imani, Ribut Wahyudi http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/23446 Wed, 07 May 2025 00:12:28 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/26004 This study seeks to evaluate the impact of YouTube videos incorporating an immersive learning strategy on the speaking performance of young learners. It is designed as a quantitative research project. The participants consist of all fifth-grade students at Islamic Primary School 6 Banda Aceh during the 2023/2024 academic year, totaling 40 students—20 engaged in pair learning and 20 in individual learning. A random sampling method was implemented using Google Forms. Data collection involved an oral pre-test and post-test or interview as the primary instrument. The data were analyzed statistically with the Wilcoxon signed-rank test to determine the p-value for four speaking skills. The results revealed a sig 2-tailed value of 0.000 for all four items, falling below the 0.05 significance level. This indicates that YouTube videos with an immersive learning strategy significantly influenced the speaking performance of young learners, particularly in expressing personal needs. These findings carry pedagogical implications for EFL teachers, encouraging the use of YouTube videos to improve students’ speaking abilities. The results can guide teachers and curriculum designers in choosing and organizing learning activities to optimize language development outcomes through a student-centered approach. Siti Zuhra, Asnawi Muslem, Muhammad Aulia Copyright (c) 2025 Siti Zuhra, Asnawi Muslem, Muhammad Aulia http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/26004 Wed, 07 May 2025 00:12:28 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/26580 This study explores the effectiveness of short stories as a teaching tool to enhance vocabulary mastery among senior high school students. The research involved 33 eleventh-grade social studies students from a public high school in Yogyakarta, Indonesia, using a one-group pretest-posttest experimental design. Over four class sessions, students engaged with short stories to improve their vocabulary. Vocabulary proficiency was assessed through tests administered before and after the intervention, with data analyzed using SPSS version 25. The pretest revealed a moderate vocabulary level, with an average score of 54.42. Post-intervention results showed significant improvement, with the average score increasing to 85.39. Statistical analysis yielded a t-value of 39.689, exceeding the critical t-value of 2.042, thus supporting the hypothesis (H1) that short story reading significantly enhances vocabulary mastery in EFL students. Sri Rejeki Murtiningsih, Anissa Ilsanti, Didit Haryadi Copyright (c) 2025 Sri Rejeki Murtiningsih, Anissa Ilsanti, Didit Haryadi http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/26580 Wed, 07 May 2025 00:12:29 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/26914 The integration of Online Machine Translation (OMT) into English as a Foreign Language (EFL) classrooms has ignited discussions about its practical use and ethical implications, particularly in Islamic universities where academic integrity is a core value. This study investigates the role of OMT in language instruction, explores Indonesian EFL learners’ perspectives on its use, and identifies strategies to address the challenges it presents. Employing a qualitative case study approach, data were gathered through classroom observations, semi-structured interviews with three students and two lecturers selected via purposive sampling, and document analysis. Thematic analysis was used to interpret the findings. Results reveal that OMT enhances students’ vocabulary, serves as a writing aid, and supports speaking practice in the language classroom. It offers benefits such as time efficiency, valuable features, and user convenience. However, challenges including inaccuracies, mistranslations, over-reliance, and excessive dependency were also evident. Both students and lecturers proposed strategies to mitigate these issues, such as fostering awareness of academic integrity among Islamic university students and restricting OMT use in classroom settings. Alfi Nur Nadiva Soetam Rizky, Wahyu Indah Mala Rohmana Copyright (c) 2025 Alfi Nur Nadiva Soetam Rizky, Wahyu Indah Mala Rohmana http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/26914 Wed, 07 May 2025 00:12:29 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/26976 This study investigates the English learning strategies employed by athlete students at a senior high school in Kalasan, Yogyakarta, aiming to pinpoint the most effective approaches aligned with their learning preferences. Utilizing a quantitative research design, data were gathered through the Strategy Inventory for Language Learning (SILL) from 26 athlete students actively involved in diverse sports. The results indicate that cognitive strategies, employed by 76% of participants, emerged as the most prevalent, underscoring the students’ inclination toward practical, problem-solving activities. Social strategies, with a 73% usage rate, emphasized the value of collaboration, while affective strategies, at 63%, addressed emotional factors such as motivation and anxiety management. In contrast, compensatory (61%), metacognitive (61%), and memory (59%) strategies showed moderate to lower adoption, suggesting opportunities for further development. The findings highlight cognitive, social, and affective strategies as particularly effective for athlete students, offering practical guidance for educators to adapt teaching methods that balance the competing demands of academic achievement and athletic commitments. Maulidarni Saputri, Yuyun Yulia, Khairunnisa Nasution, Riyani Kusumawati Copyright (c) 2025 Maulidarni Saputri http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/26976 Wed, 07 May 2025 00:12:30 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/27507 Technological advancements hold immense potential for transforming teaching and learning, yet many students struggle to effectively harness digital tools, especially in creative writing. Assemblr EDU (edu.assemblrworld.com), an application that leverages 3D and Augmented Reality (AR) technology, enables users to craft interactive and engaging educational content. Despite its availability as a free resource, a persistent gap in students’ digital literacy prevents them from fully exploiting tools like assemblr EDU for academic purposes. This study explores how assemblr EDU can spark interest in EFL (English as a Foreign Language) learning and elevate learning outcomes. Employing a qualitative descriptive approach, the research involved 38 university students and found that assemblr EDU significantly enhances the development of captivating, interactive learning materials. Students reported that visualizing characters and story elements through the platform made creative writing more enjoyable, effectively bridging the digital literacy divide while cultivating an immersive and motivating learning environment. Ultimately, this approach markedly improves students’ creative writing abilities and overall EFL proficiency. Arjulayana arjulayana, Tri Pujiati Copyright (c) 2025 Arjulayana arjulayana, Tri Pujiati http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/27507 Wed, 07 May 2025 00:12:30 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/27526 The integration of Islamic values into English Language Teaching (ELT) poses significant challenges for teachers in Islamic schools. This study examines the obstacles and requirements associated with embedding Islamic principles into ELT at SMP IICP Puncak Darussalam. A needs analysis was conducted with students to explore their motivations, learning objectives, and challenges in language acquisition. The findings indicate that students primarily struggle with listening comprehension and speaking skills. To address these issues, the study recommends adopting a task-based approach, communicative language teaching, role-playing activities, and interactive listening exercises incorporating digital media to enhance engagement and align with students’ goals. These findings are expected to inform the development of effective ELT strategies in Islamic schools, particularly at SMP Puncak Darussalam, fostering more impactful teaching practices. Munif Munif, Muhammmad Irham Maulana, Yuyun Yulia, Dwi Pratiwi Copyright (c) 2025 Munif Munif, Muhammmad Irham Maulana, Yuyun Yulia, Dwi Pratiwi http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/27526 Wed, 07 May 2025 00:12:30 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/27648 This study investigates the integration of ecolinguistic principles into English language instruction for tourism students to enhance their environmental awareness and communication skills. Employing a qualitative approach, the research involved 29 tourism students at the Denpasar Academy of Tourism in Indonesia. Data were gathered through a practical adventure tour activity and individual interviews. The findings reveal that ecolinguistic strategies significantly improved students’ use of environment-related vocabulary, increased their confidence in discussing ecological issues in English, and cultivated a stronger sense of environmental responsibility. The study suggests that embedding ecolinguistics in English tourism education equips future professionals with the linguistic tools to promote sustainability in the tourism industry. I Gede Astawa Copyright (c) 2025 I Gede Astawa http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/27648 Wed, 07 May 2025 00:12:31 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/28135 In Indonesia, it is a national priority for students to develop the ability to interact and communicate with people from diverse backgrounds. Consequently, English as Foreign Language (EFL) textbooks play a crucial role in embedding this value. While previous studies have extensively explored multiculturalism in Indonesian EFL textbooks, little attention has been given to textbooks published internationally. This study addresses this gap by examining English in Mind Second Edition, an internationally published EFL textbook used by Indonesian junior high school students learning English. Employing a critical discourse analysis approach, this study investigates the inclusivity values portrayed in the textbook. The analysis reveals that the textbook demonstrates a strong commitment to promoting inclusivity. However, caution is advised when relying solely on this textbook to foster an inclusive educational environment in Indonesia. The use of foreign-published textbooks, while potentially controversial, offers a valuable opportunity to cultivate inclusivity. Arvan Permana Habib, Nida Husna, Didin Nuruddin Hidayat Copyright (c) 2025 Arvan Permana Habib, Nida Husna, Didin Nuruddin Hidayat http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/28135 Wed, 07 May 2025 00:12:31 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/28156 This study explores the effectiveness of Dogme, a communicative approach, in enhancing the writing skills of English as a Foreign Language (EFL) high school students through asynchronous discussions. By integrating Dogme principles, which prioritize student interests and emergent language, the study aims to improve the efficacy of asynchronous discussions in language learning. A quasi-experimental quantitative design was employed, involving a class of high school students who participated in six asynchronous discussion sessions modified with Dogme principles. Data were collected via pre- and post-intervention writing tests, with student writings evaluated across five aspects. The results, analyzed using a Repeated Measures t-test, revealed significant improvement in writing achievement, evidenced by a higher post-test mean score (82.1) compared to the pre-test (69.8), with a two-tailed significance value below 0.05. This enhancement is attributed to students’ ability to choose discussion topics and utilize emergent language, enabling richer content development in their writing. Thus, this study confirms the viability of incorporating Dogme principles into asynchronous EFL teaching methods to boost writing performance. Dian Pawitri Ayu, Patuan Raja, Tuntun Sinaga Copyright (c) 2025 Dian Pawitri Ayu, Patuan Raja, Tuntun Sinaga http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/28156 Wed, 07 May 2025 00:12:31 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/28491 Community Language Learning (CLL) is an educational approach designed to foster speaking proficiency. This study explores the application of CLL activities within an English-speaking program at an Islamic boarding school in Indragiri Hilir Regency, Riau. Employing a qualitative case study methodology, data were gathered through observations, interviews, and document analysis, involving four teachers and two students. Findings reveal that the CLL approach was implemented through four key activities: repetition, free conversation, listening practice, and daily speaking exercises, supported by media such as vocabulary boards (Richards & Rodgers, 2001). These activities significantly enhanced students’ speaking skills, fostering an interactive and collaborative learning environment. In conclusion, specific CLL activities proved effective for developing speaking proficiency in this Islamic boarding school context. Recommendations include addressing identified challenges to further optimize program effectiveness. Bukhori Bukhori, Muhammad Irsyad Copyright (c) 2025 Bukhori Bukhori, Muhammad Irsyad http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/28491 Wed, 07 May 2025 00:12:32 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/28747 In academic writing, particularly in research article abstracts, rhetorical moves and linguistic features are pivotal for effectively communicating findings to a broad audience. This study explores the rhetorical moves employed by Indonesian novice writers in their research article abstracts and their linguistic realization. Using a descriptive qualitative design, we analyzed 25 English Language Teaching (ELT) abstracts written by Indonesian novice writers, employing a checklist instrument for data collection. The results indicate that purpose and product moves are obligatory, method and conclusion moves are conventional, and introduction moves are optional. Rhetorical patterns predominantly follow a linear structure, with embedded and less frequent moves occurring less often. Linguistically, active voice prevails across all moves, surpassing passive voice usage. Present tense is the most common, followed by past, perfect, and future tenses. Key interactional metadiscourse devices, including hedges, boosters, and attitude markers, are evident, while engagement markers and self-mentions are notably absent. This study underscores variations in rhetorical structures and linguistic features among Indonesian novice writers, offering insights to enhance their academic writing practices. Zulfikri Malik, Slamet Setiawan Copyright (c) 2025 Zulfikri Malik, Slamet Setiawan http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/28747 Wed, 07 May 2025 00:12:32 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/28825 Gamification has gained power in education for its potential to boost student motivation through engaging, game-like experiences. However, the specific dimensions driving its effectiveness in language learning remain underexplored. This study investigates English as a Foreign Language (EFL) students’ perceptions of gamified learning tools (e.g., Classcraft, Kahoot! Quizizz, Duolingo) in enhancing their English acquisition. A cross-sectional survey design was employed, utilizing the GAMEFULQUEST online questionnaire to capture immediate responses from 155 EFL students at a state university in Central Java, Indonesia. Participants, selected via purposive sampling, had experience with gamified learning platforms inside and outside the classroom. Findings revealed high satisfaction across all seven dimensions of the gamified experience, with no significant variations by gender or age. These results highlight the universal appeal of gamification in EFL contexts and provide a foundation for future research. Muhamad Laudy Armanda, Joko Priyana Copyright (c) 2025 Muhamad Laudy Armanda, Joko Priyana http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/28825 Wed, 07 May 2025 00:12:32 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29119 This study investigates the ideological confrontations between #MeToo advocates and the manosphere, focusing on their competing visions of masculinity, accountability, and gender equality. It explores how these groups define and contest gender roles, particularly masculinity, and how their opposing ideologies shape contemporary gender discourse. The research objectives are to analyze contrasting perspectives on masculinity, evaluate debates over accountability, and examine differing interpretations of equality. Using a qualitative approach, the study applies critical discourse analysis to textual data from #MeToo and manosphere forums, social media posts, and key movement narratives. Findings indicate that #MeToo advocates promote empathy, equality, and respect to challenge traditional masculinity, while the manosphere defends a dominance-oriented view. #MeToo emphasises systemic accountability, in contrast to the manosphere’s focus on individual responsibility. The study concludes that this ideological conflict reflects a broader cultural struggle over gender norms and power dynamics, with #MeToo advocating for structural reform. Examining the dynamic relationship between #MeToo and the manosphere, this research offers novel insights into how they shape public perceptions of gender and inequality. Olusegun Oladele Jegede Copyright (c) 2025 Olusegun Jegede http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29119 Wed, 07 May 2025 00:12:32 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29157 This study explores high school students’ AI literacy and their use of ChatGPT in English language learning, addressing the gap in AI application research at the secondary education level. Utilizing an explanatory sequential mixed-methods design, the study evaluated the AI literacy of 100 high school students via a validated questionnaire, assessing affective, behavioral, cognitive, and ethical dimensions. Follow-up interviews with six students of varying AI literacy levels provided deeper insights into their experiences and perceptions of ChatGPT. Findings indicate positive attitudes toward ChatGPT, with high scorers demonstrating robust engagement, adaptability, and ethical awareness in using the tool for English learning. Conversely, low scorers showed limited understanding, over-reliance on ChatGPT for superficial tasks, and underutilization of its potential for deeper learning. Despite its benefits, concerns about over-reliance and ethical issues highlight the need for structured guidance. Variations in AI literacy emphasize the importance of targeted interventions to promote critical thinking and responsible AI use. This study offers practical recommendations for integrating AI literacy into curricula to ensure effective and ethical use of AI tools. Future research should investigate the impact of comprehensive AI literacy programs on student engagement and learning outcomes. Farah Faridatul Hasanah, Putu Dian Danayanti Degeng Copyright (c) 2025 Farah Faridatul Hasanah, Putu Dian Danayanti Degeng http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29157 Wed, 07 May 2025 00:12:33 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29273 Reading motivation is a critical factor in English language acquisition, recognized as a significant issue for decades. Scholars have explored this topic from various perspectives, including teachers’ strategies and students’ intrinsic motivation. However, no studies have examined teachers’ strategies for fostering reading motivation among junior high school students in the Papuan context, particularly in Wamena, Papua Pegunungan Province. This study addresses this gap by investigating the strategies employed by Papuan English teachers to enhance students’ reading motivation. Data were collected using a qualitative approach through a descriptive case study. Eight Papuan English teachers participated, responding to open-ended questionnaires and semi-structured interviews. The findings indicate that teachers employed several strategies to boost reading motivation, including designing engaging reading materials, modelling enthusiasm for reading, allowing students to choose their reading texts, providing constructive feedback on reading progress, and fostering strong teacher-student relationships. These findings offer valuable pedagogical implications and practical recommendations for educators to underscore the importance of reading, thereby fostering greater student motivation to engage with texts. Abel Yohanis Romrome, Rita Sari Copyright (c) 2025 Abel Yohanis Romrome, Rita Sari http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29273 Wed, 07 May 2025 00:12:33 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29330 The growing demand for English for Specific Purposes (ESP) calls for innovative learning methodologies that address diverse cognitive profiles. However, traditional ESP education often overlooks individual learning styles and multiple intelligences. This study explores how AI can enhance collaborative ESP learning by accommodating varied learning preferences, asking: How can AI improve collaborative ESP training by adapting to diverse learning styles and intelligences? A mixed-methods experimental design involved 100 university students from Engineering, Medicine, and Business, divided into experimental and control groups. The experimental group received AI-supported collaborative ESP training tailored to their learning styles and intelligences, while the control group followed conventional methods. Results showed the experimental group demonstrated significantly higher motivation, engagement, learning outcomes, and improved communication and collaboration skills. These findings suggest that integrating AI with cognitive-based learning models enhances collaborative ESP environments through adaptive content delivery, dynamic grouping, and personalized feedback, fostering more inclusive and effective professional language learning. Andi Asrifan, Luís Miguel Oliveira de Barros Cardoso, K.J. Vargheese Copyright (c) 2025 Andi Asrifan, Luís Miguel Oliveira de Barros Cardoso, K.J. Vargheese http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29330 Wed, 07 May 2025 00:12:33 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29443 The international teaching practicum provides pre-service English teachers with opportunities to enhance their professional experiences and develop their teacher identity. This study explores the professional identity development of two Indonesian pre-service English teachers during a one-month teaching practicum in the Philippines, focusing on the factors shaping this process through the lens of teacher professional identity. The research centers on two students from the English Education Department at a private university in Yogyakarta. Employing a qualitative narrative approach, data were gathered through semi-structured interviews and analyzed thematically within the framework of teacher professional identity. Findings reveal that the practicum significantly advanced the participants’ professional identity across its key dimensions. Mentor teachers’ guidance, positive student relationships, and a supportive practicum environment were critical to this development. These results highlight the interplay between individuals and their environment, emphasizing the need for a nurturing setting to foster personal and professional growth. Salma Anindya, Arilia Triyoga Copyright (c) 2025 Arilia Triyoga http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29443 Wed, 07 May 2025 00:12:34 +0800 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29201 English textbooks play a pivotal role in supporting English as a Foreign Language (EFL) learning, particularly for junior high school students. Critical thinking skills are essential for enhancing students’ English language proficiency. This study investigates the representation and frequency of Higher-Order Thinking Skills (HOTS) and Lower-Order Thinking Skills (LOTS) in instructional questions within the Grade VII Indonesian ELT textbook (2017 revised edition) published by Kemendikbud, widely used in Indonesian public schools. Employing a qualitative content analysis approach, this study utilized the revised Bloom’s Taxonomy to analyze the data, which were quantified into percentages and frequencies. Findings reveal a higher prevalence of LOTS compared to HOTS in the textbook’s instructional questions. Consequently, teachers are encouraged to creatively adapt these questions to foster critical thinking. Additionally, future textbook authors should prioritize integrating more HOTS-based questions to enhance students’ critical thinking skills in ELT contexts. Dinda Bunga Shabrina, Yazid Basthomi, Evynurul Laily Zen Copyright (c) 2025 Dinda Bunga Shabrina http://creativecommons.org/licenses/by/4.0 https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/29201 Wed, 07 May 2025 00:00:00 +0800