Proceder: Applied Linguistics, Literature, and Language Education
Review Article: Beyond the Classroom — Do Drama and Project-Based Learning Impact Students’ English Skills?
This review article explores the role of drama and Project-Based Learning (PjBL) in enhancing English language proficiency, particularly speaking skills. The urgency of this study lies in the increasing demand for communicative competence and collaborative skills in 21st-century language education, prompting a deeper exploration of innovative pedagogical approaches. The article reviews 30 empirical studies published in the last ten years, categorized into four thematic areas: (1) drama in learning English, (2) drama for developing speaking skills, (3) PjBL in drama, and (4) PjBL in English speaking. A systematic literature review method was used to analyze relevant journal articles sourced from reputable databases. The results reveal that drama-based learning promotes student engagement, confidence, and fluency, while PjBL enhances critical thinking, collaboration, and authentic language use. Moreover, drama and PjBL create dynamic, learner-centered environments that support linguistic and personal development. The discussion highlights the pedagogical implications of integrating these methods in English classrooms and emphasizes the need for teacher training and curriculum alignment. In short, this review affirms that drama and PjBL significantly impact students’ English-speaking abilities and collaborative character, making them valuable strategies for contemporary language instruction.
Drama, Project-Based Learning, Speaking, Learning English, language education
Copyright (c) 2025 Proceder: Applied Linguistics, Literature, and Language Education
Encouraging 6Cs Meaningful EFL Learning as a Critical Employability Capacity: Balinese Zillennial Generation Standpoints
In the postpandemic era, English proficiency is increasingly recognised as a critical employability skill, particularly as global opportunities to study and work abroad continue to expand. Despite the growing importance of English in the job market, limited research has examined how 21st-century competencies, especially the 6Cs framework, contribute to employability among the Balinese Zillennial Generation. This study seeks to address this gap by exploring the role of English as a Foreign Language (EFL) learning in fostering meaningful competencies for employability. Moreover, the study utilized a descriptive qualitative study with semi-structured and in-depth interviews. The participants of the study were, purposively, the Zillennial Generation in Bali, which was selected based on the targeted criteria, including academic background and employment readiness related to EFL learning. Data were analyzed thematically to capture insights into how 6Cs competencies are perceived and applied in relation to employability. Findings confirm that most of the Balinese Zillennial Generation are still showing low critical thinking skills; they could follow the instructions but, did not always explore new ideas. Furthermore, most of the Balinese Zillennial generation are still individualistic-orientated rather than exploring collaboration skills in a team, and they have difficulty sustaining teamwork commitment. EFL lecturers play a crucial role in fostering and integrating the 6Cs, which are essential for both meaningful EFL learning and enhancing the employability of Balinese Zillennials. The global workfield needs the employees who are not only fluent in English but also comply with the 6Cs competencies.
6Cs, 21st-century education, Balinese, Employment capability, Zillennial generation
A process-genre approach with GenAI feedback: students’ ideational meaning development
This study examined Indonesian EFL undergraduate students’ development and retention of ideational meaning before, during, and after learning the analytical exposition genre in a GenAI feedback-supported process-genre approach. This approach emphasizes the importance of explicit teaching, scaffolding, and feedback provision. Due to its infancy, the impact of this pedagogy, especially with GenAI feedback support, has been understudied. To fill this gap, this quasi-experimental study analyzed students’ diagnostic writing test, four drafts (rough to edited), and final writing test produced by 15 students who undertook the course. Each draft was scored by an automated essay scoring (AES) tool informed by systemic functional linguistics (SFL), focusing on ideational lexicogrammatical features. As the assumption of normality was violated, a Friedman test was conducted. The analysis indicated a statistically significant difference in ideational meaning across writing stages (X2=33.280, Df=5, p<.001), with substantial improvement observed during the instruction. Although a slight drop was identified in the final writing test, suggesting that their development was not fully retained when they turned to writing beyond the instruction, their performance remained higher than in early drafts. This finding highlights the value of support provided by the process-genre approach with GenAI feedback in developing students’ ideational meaning.
process-genre approach, GenAI feedback, analytical exposition, ideational meaning, SFL
PRAGMATIC ANALYSIS OF BODY SHAMING CASE: FORENSIC LINGUISTIC STUDY
This study aims to analyze the pragmatic meaning and pragmatic types of netizen comments on social media aimed to girls from one of the public figures in Indonesia. The subject of this research is one of the public figures who received negative comments from netizens regarding the body shaming of their children. This research has been collected from seven netizen comments and this data was obtained from one of the social media. From all data that has been analyzed, the types of pragmatics contained in this study include; The context of netizens in the body shaming case, the reference of netizens in the body shaming case, and the presupposition in the body shaming case. The researchers found that the presupposition in the collected data was a physical form of insult and included hate speech. The researcher obtained the following findings: "makeover," "grooming," "He is not suitable," "more suitable to be a nephew," "the photo will be prettier," and "very different" have the same meaning, namely Pragmatic Presupposition. In forensic linguistic observations, the act of body shaming violates the law Article 315, which reads, "Any intentional insult that is not defamatory or written, committed against someone, either in public orally or in writing, or front of the person himself with word or deed, or by letter sent or received to him, shall be punished with light insult, with a maximum imprisonment of four months and two weeks or a maximum fine of three hundred million rupiahs".
body shaming, linguistic forensic, pragmatics
Toponymy of Transmigration Villages in North Bengkulu,
Toponymy, the study of place names, provides insights into cultural identity, historical narratives, and social interactions. In Indonesia, with its rich cultural diversity, toponymy reflects both local traditions and migratory histories. This research focuses on the toponymy of 39 transmigration villages in North Bengkulu Regency, Indonesia, examining how village names reflect the experiences and identities of transmigrants from Java and Bali. Understanding these names is essential for grasping the complexities of cultural integration and the socio-economic transformations accompanying such migrations. The study aims to uncover the significance of these names in the context of local culture and community integration, highlighting the interplay between identity and place. The primary objectives are to identify the meanings and origins of the village names and to analyze the social dynamics between 39 transmigrants and local residents. A qualitative approach is employed, utilizing interviews with participants from each village, participatory observations, and document analysis to gather comprehensive data. By engaging with community members, the study seeks to capture a nuanced understanding of how names resonate within the collective memory and identity of both migrants and locals. Findings from this research are expected to reveal how village names serve as symbols of collective identity and reflect the hopes and aspirations of the communities. Additionally, the study aims to inform local development policies by emphasizing the importance of cultural sensitivity in planning processes. Results: 3-5 villages will be sampled for this study. For example, Sido Urip, formerly Desa Karang Anyar, was renamed after a "pagu beluk" outbreak in 1935. Community leaders promised to change the name if the outbreak ended, which it did. Sido Urip means "to become alive."
Toponymy, Transmigration, North Bengkulu, Village Names, Cultural Identity,
Enhancing Linguistic Abilities through Auditory Stimulation in Students with Hearing Impairments in Special Needs Schools
Children with hearing impairments often experience delays in linguistic development due to limited auditory input, which affects phonological awareness, vocabulary, and social communication. To address this, the Indonesian Bina Komunikasi Persepsi Bunyi dan Irama (BKPBI) program provides structured auditory stimulation in Special Needs Schools (Sekolah Luar Biasa, SLB). This study investigated how BKPBI enhances linguistic abilities among students with hearing impairments. A qualitative case study approach was applied through classroom observations, interviews with teachers and parents, and document reviews. Participants included six students with hearing impairments, six special education teachers, and four parents. Data were analyzed thematically to identify patterns in auditory perception, language development, and socio-emotional outcomes. Findings showed progressive improvement across auditory development stages—detection, discrimination, identification, and comprehension. Students became more responsive to sounds, imitated simple phonemes, and improved comprehension of verbal instructions. Socio-emotional gains included greater confidence, active participation, and stronger peer interaction. Students with hearing aids progressed more rapidly in discrimination and identification, though outcomes depended on device quality, calibration, and consistent daily use. Students without hearing aids advanced more slowly but benefited from multimodal supports (auditory, visual, kinesthetic). Overall, BKPBI proved effective as a contextually relevant intervention model, integrating auditory stimulation with multimodal learning strategies. Its success relies on systemic support, including teacher training, adequate resources, and parental involvement. The study highlights the importance of early, sustained, and multimodal auditory interventions in fostering linguistic, cognitive, and socio-emotional development for children with hearing impairments in Indonesia. Keywords: Hearing impairments; auditory stimulation; BKPBI; language development; special needs schools; multimodal learning.
Unlocking Reading Success: The Power of Multimodal Textbooks
This study examines the impact of multimodal resources in an officially adopted English textbook on twelfth-grade students’ reading comprehension at SMA Negeri 1 Lubuklinggau. Using a mixed-methods design, the research combined quantitative data from pre- and post-tests with qualitative feedback from student questionnaires. The results showed a significant improvement in reading comprehension scores, with the mean increasing from 60.98 to 77.32. A paired-sample t-test yielded a t-value of 16.21 (p < 0.001), confirming that the integration of multimodal resources had a substantial positive effect. Students also reported heightened engagement and motivation due to the visually enriched content. These findings provide empirical evidence that multimodal textbooks not only enhance EFL learners’ comprehension but also foster more consistent learning progress, supporting their broader use in secondary education.
Analysis Of Religious And Moral Values In The Novel Manusia Belang BY Alfian DIppahatang : Islamic And Humanitarian Perspective
The younger generation today tends to imitate Western culture and often neglects Islamic values such as faith, sharia, and morality, which weakens character formation. Therefore, studying the novel Manusia Belang is important because it integrates Islamic religious values with universal humanitarian ethics, making it highly relevant for character education. The novel Manusia Belang by Alfian Dippahatang tells the story of ancestors who created a deceptive spirit to test the mental resilience and loyalty of their descendants. This study aims to explore Islamic religious and moral values portrayed in the novel, focusing on aspects of creed, sharia, and ethics, as well as honesty, compassion, and responsibility. The method used is a qualitative descriptive approach with content analysis techniques. The findings reveal 28 instances of creed (21.54%), 42 of ethics (32.31%), 12 of sharia (9.23%), 49 of honesty (33.82%), 67 of compassion (46.18%), and 40 of responsibility (27.59%). These results indicate that Manusia Belang is rich in Islamic and humanistic values, making it a valuable resource for character education through literature.
Integrating Sundanese Culture into English Language Teaching In Indonesian Higher Education: A Culturally Responsive Approach
In the post pandemic era, English proficiency is increasingly recognised as a critical employability skill, particularly as global opportunities to study and work abroad continue to expand. Despite the growing importance of English in the job market, limited research has examined how 21st-century competencies, especially the 6Cs framework, contribute to employability among the Balinese Zillennial Generation. This study seeks to address this gap by exploring the role of English as a Foreign Language (EFL) learning in fostering meaningful competencies for employabilityemployability competencies. Moreover, the study utilized a descriptive qualitative study with semi-structured and in-depth interviews. The participants of the study were, purposively, the Zillennial Generation in Bali, which was selected based on the targeted criteria, including academic background and employment readinessin the study were purposively selected from the Zillennial Generation in Bali, based on targeted criteria, including academic background and employment-readiness related to EFL learning. Data were analyzed thematically to capture insights into how 6Cs competencies are perceived and applied in relation to employability. Findings confirm that most of the Balinese Zillennial Generation are still showing low critical thinking skills; they could follow the instructions but, did not always explore new ideas. Furthermore, most of the Balinese Zillennial generation are still individualistic-orientatedindividualistic-oriented rather than exploring collaboration skills in a team, and they have difficulty sustaining teamwork commitment. EFL lecturers play a crucial role in fostering and integrating the 6Cs, which are essential for both meaningful EFL learning and enhancing the employability of Balinese Zillennials. The global work field needs the employees who are not only fluent in English but also comply with the 6Cs competencies.
Methodological Rhetoric: A Comparative Study of Quantitative, Qualitative, and Mixed-Method Research Articles
The method section is a crucial component of formal academic writing, as it outlines the procedures and approaches employed in conducting research. Thus, this study aims to investigate the rhetorical structure of method sections in research articles to identify the organizational patterns and strategies used by authors. A total of 12 research articles from reputable journals were analyzed to uncover the rhetorical moves and steps employed in constructing the method section. The findings reveal that the method section generally comprises three distinct rhetorical moves. These moves guide readers through the methodological aspects of the study, including descriptions of the research design, data collection methods, and data analysis techniques. However, while the moves are consistent across the analyzed articles, the steps within each move are often optional, varying depending on the nature of the study and the preferences of the authors. This variation highlights the flexibility in how method sections are structured, despite adhering to general rhetorical conventions. The study contributes to a deeper understanding of how method sections are written and provides valuable insights for researchers aiming to craft methodologically sound and rhetorically effective research articles.
Rhetorical Structure; Research Method; Quantitative; Qualitative; Mixed-Methods
The Implication of Politeness Strategies In Teacher Talk to Encourage Effective Interaction in EFL Classroom
The varied interactional problems that occur in the classroom, such as when students fear making mistakes, are afraid of being criticized, hesitate, and struggle to apply English in communicating, may lead to failure to reach effective interaction in the EFL classroom, affecting the learning goals. Politeness strategies play a vital role in fostering interaction that supports learning goals, reflected in teachers’ utterances. This study explores the types of politeness strategies and their implications in teacher talk to encourage effective interaction in the EFL classroom. The research involved an English teacher at SMA Negeri 2 Kota Magelang and employed a qualitative design. Data were collected through classroom transcripts and interviews, using documentation and interview methods. The analysis applied Brown and Levinson’s theory of politeness strategies (1987) alongside Good and Grouws’ indicators of effective classroom interaction (1977). Findings reveal 186 instances of politeness strategies during the observed sessions. All four types were identified, with bald on record strategies being the most frequent (47.9%). Thus, all the indicators of effective classroom interaction are reflected in the politeness strategies analyzed. The study highlights a close relationship between the use of politeness strategies and indicators of effective classroom interaction, demonstrating that teacher-led politeness significantly contributes to productive EFL classroom communication. These findings emphasize the importance of maintaining positive teacher-student relationships, which directly support the learning process. The pedagogical implication suggests that teachers should consciously adapt their politeness strategies to classroom needs to create supportive, respectful, and effective learning environments.
Amplifying Voices: Using Video-Based Assessment to Improve EFL High School Students’ Speaking Skills
Speaking is a crucial skill in English language learning, yet many EFL learners struggle to improve their performance. This study investigates the impact of video-based assessment on high school students’ speaking skills and explores their perceptions of its use. Participants were 31 eleventh-grade students at an Indonesian high school. Data were collected from three video-based speaking tasks and follow-up interviews during six weeks. A qualitative design with descriptive quantitative support was used, combining descriptive statistics of speaking scores with thematic analysis of interviews. Students’ speaking performance was evaluated using Harris’s (1974) criteria: pronunciation, grammar, vocabulary, and fluency. Results showed steady improvement, as the class average rose from 57.5 (Video 1) to 69.0 (Video 3), with most students moving from “poor/average” to “good/excellent.” Interview data revealed that students felt more confident, less anxious, and more motivated. They also valued the chance to be creative and practice English outside of class. However, they reported challenges such as repeated recordings, editing fatigue, background noise, and limited device storage. Overall, the study suggests that video-based assessment, particularly through Flipgrid, is an effective and engaging tool for improving EFL high school students’ speaking skills and supporting learner autonomy and reflection.
Artificial Intelligence in Applied Linguistics: Evaluating Duolingo as a Tool for Foreign Language Acquisition
This study explores the role of artificial intelligence (AI) in foreign language learning, focusing on the effectiveness of AI-driven applications such as Duolingo. Using a survey of 196 students, the research assesses user perceptions of Duolingo’s learning methods, including vocabulary practice, pronunciation feedback, and gamified exercises. Results indicate that while 41.5% of respondents find Duolingo fairly effective and 22% consider it highly effective, many highlight limitations such as insufficient grammar explanations and limited opportunities for speaking practice. Findings suggest that Duolingo functions best as a supplementary resource rather than a full replacement for formal language instruction. Recommendations for enhancing AI-based learning platforms are discussed.