This study explores how sharing bilingual Balinese fable books in early childhood education settings can support early literacy and help develop important local character values in young children. The research was conducted in four PAUD (early childhood education) schools in the Kediri District of Tabanan, Bali, Indonesia. It involved eight teachers, eight children with their parents, and school principals. The researchers used classroom observations, in-depth interviews, and document analysis of the fable storybooks to collect data.The findings reveal that the book-sharing activity follows four clear stages: preparing the books, sharing them with children, telling the stories interactively, and engaging children in follow-up activities such as singing, playing, and colouring. Five Balinese fable storybooks were used in this program, including Siap Selem, I Lutung teken Kakua, Goat and Tiger, Honest Balinese Starling, and Angsa teken Empas. Through these stories, children were exposed to moral messages about honesty, kindness, responsibility, and creativity. Importantly, the study found that this activity helps instil eight character values in children: friendliness, peace-loving attitudes, hard work, creativity, honesty, respect for achievement, discipline, and tolerance. These values are essential for preserving Balinese cultural identity in the face of globalisation. The use of bilingual books—combining Balinese, Indonesian, and English—also helps children become familiar with multiple languages while staying connected to their local heritage. The study concludes that sharing bilingual Balinese fable books is an effective and meaningful way to promote early literacy and strengthen local character in early childhood education. The researchers recommend that more schools adopt this approach to help young children develop both language skills and strong moral foundations rooted in their own culture.
This study investigates the development of multimodal pragmatic competence among 156 advanced Indonesian EFL learners during eight weeks of Zoom-mediated instruction. Drawing on the CA-for-SLA framework, data were collected from video-recorded interactions, chat logs, and stimulated recall interviews. A corpus of 87 request sequences and 64 disagreement sequences was analyzed to trace developmental changes in learners’ multimodal pragmatic performance. The findings reveal three developmental phases. During Weeks 1–2, learners relied predominantly on spoken language, with 82% of face-threatening acts performed verbally. In Weeks 3–5, multimodal coordination emerged as verbal-only interactions declined to 46–52%, accompanied by increased use of gestures and chat-based communication. By Weeks 6–8, learners demonstrated advanced multimodal integration, with only 18–23% of interactions remaining verbal-only. At this stage, speech, gesture, chat, and screen-sharing functions were strategically combined to perform requests and disagreements. Platform affordances, particularly private chat and screen sharing, were frequently employed to manage face-threatening situations, especially in breakout-room interactions. These findings demonstrate that multimodal pragmatic competence develops progressively through sustained video-mediated interaction, extending usage-based perspectives on second language development. Pedagogically, the study highlights the value of multimodal awareness-raising and systematic use of digital platform affordances in online language learning.
This research aims to investigate the effectiveness of AI-integrated collaborative writing on writing fluency of EFL students in higher education. The method employed was quantitative with quasi- experimental design. There were 40 students divided into experimental and control groups. Technique of collecting data was writing tests before and after the treatment. The technique of analyzing data used paired sample t-tests and independent sample t-tests for determining writing ability and comparisons between groups. The results showed that both groups experienced improvements in writing ability, but the experimental group using AI integration showed a more significant improvement. These findings revealed that the use of AI, such as ChatGPT, QuillBot, Grammarly, and DeepL, can act as a digital scaffold that helps students develop ideas, improve grammar, and increase writing fluency more effectively. Practically, this study provides evidence that AI integration in collaborative learning can improve quality and efficiency of writing learning process in higher education. The findings also suggest that combining technological tools with collaborative strategies creates a more supportive and interactive learning environment for EFL students. Therefore, AI-integrated collaborative writing can be considered an innovative pedagogical approach to enhance writing fluency in higher education contexts.
This study examines the meaning structure and speech functions of mangandung pabagas boru, an oral lament performed by Angkola brides during wedding ceremonies. While previous research on Batak andung traditions has largely emphasized musical form, ritual sequence, and general cultural description, the semantic organization and communicative functions of mangandung in the context of kinship and gender socialization remain underexplored. Drawing on speech act theory and Peircean semiotics within an ethnographic approach, this research analyzes recorded performances of mangandung pabagas boru alongside in‑depth interviews with expert performers and community elders. Data were collected through participant observation, audio recording, and ethnographic interviewing in several Angkola communities. The analysis demonstrates that mangandung simultaneously realizes expressive and directive speech acts: it articulates the bride’s grief, affection, and anxiety at separation from her natal family, while also conveying moral instruction and social expectations for her future role as wife, daughter‑in‑law, and mother. Key lexical items and metaphors—such as holong (deep familial affection), tarpaina (motherly capability), and honas (being under the gaze of many eyes)—encode local wisdom regarding kinship obligations, female virtue, and community surveillance. As an indexical ritual performance, mangandung publicly marks the bride’s transition to married status and affirms continuing ties to her natal kin. The study argues that revitalising this tradition is crucial not only for cultural preservation but also for maintaining indigenous systems of moral education embedded in ritual discourse.
This study investigates the impact of Video Dubbing (VD) on the intelligibility of English pronunciation among Indonesian EFL learners from Sundanese and Javanese backgrounds. Using a convergent parallel mixed-methods design, the research analyzes non-native English pronunciation via Word Error Rate (WER) metrics from Zoom's AI-powered Automatic Speech Recognition (ASR) system. Data from Chapter IV of the dissertation covers pre- and post-VD assessments, following an Analyzing–Tailoring–Modeling (ATM) protocol that integrates audiovisual modeling, ASR-generated captions, and acoustic feedback. Quantitative analysis showed a significant improvement in intelligibility. Pre-intervention WER averaged 28.5%, reflecting L1 interference. Post-VD implementation, WER decreased by 42% to 16.6%, a large effect (Cohen's d = 1.12), and listening comprehension scores rose from 62% to 85% accuracy (η² = 0.34, p < 0.001). Acoustic analysis, performed using Praat, revealed enhanced vowel reduction (schwa durations shortened by 35%, from 120 ms to 78 ms) and improved prosodic alignment (mean F0 variation reduced by 18 Hz). Praat parameters included LPC (Linear Predictive Coding) analysis (order 10–12, window 0.025 s) for formants and autocorrelation (75–600 Hz range) for pitch, ensuring precise segmentation of 45 target words per participant against native speaker benchmarks. Qualitative data from interviews (n=24) highlighted increased learner engagement and confidence, with the "JEger–jeGER" mnemonic aiding stress placement. Observations confirmed VD's motivational appeal, aligning with Indonesia's educational policies. In conclusion, VD significantly boosts EFL learners' intelligibility through substantial WER reductions and prosodic gains, offering a scalable, technology-mediated model for pronunciation pedagogy that enhances communicative competence.
