English Language Education

THAI EFL STUDENTS' RESPONSES TO TEACHER'S SCAFFOLDING USING BAMBOOZLE IN ENGLISH SPEAKING ACTIVITIES: A CASE STUDY

2026-04-11T00:00:00Z

THAI EFL STUDENTS' RESPONSES TO TEACHER'S SCAFFOLDING USING BAMBOOZLE IN ENGLISH SPEAKING ACTIVITIES: A CASE STUDY NANDA, PUTRI MAULANA This study explores Thai EFL students' responses to teacher scaffolding implemented through Bamboozle-based speaking activities. Speaking remains one of the most challenging skills for EFL learners in Thailand due to limited exposure to English, high speaking anxiety, and teacher-centered instructional practices. To address these issues, teachers increasingly integrate gamified platforms with instructional scaffolding to support students' oral participation. This research employed a mixed-method case study design involving 22 Grade 8 students at a junior high school in Satun, Thailand. Data were collected through classroom observations, semi-structured interviews, questionnaires, and documentation. The findings reveal that teacher scaffolding during Bamboozle activities elicited positive linguistic, cognitive, and affective student responses. Linguistically, students demonstrated increased verbal participation, modified output, and self-repair. Cognitively, scaffolding helped students understand task demands and generate ideas more effectively. Affectively, students showed increased confidence, reduced anxiety, and greater willingness to communicate in English. The integration of instructional scaffolding with gamified speaking activities created a supportive learning environment that encouraged active participation and meaningful oral interaction. These findings provide practical implications for EFL teachers, suggesting that combining scaffolding strategies with game-based platforms such as Bamboozle can be an effective pedagogical approach to enhance students' speaking engagement and performance in secondary school contexts.

NEGOTIATING MEANING IN THE DIGITAL DISCOURSE: A POLYSEMY PRAGMATIC STUDY OF THE VIRAL TIKTOK PHRASE ‘10.000 DI TANGAN ISTRI YANG TEPAT’

2026-04-09T00:00:00Z

NEGOTIATING MEANING IN THE DIGITAL DISCOURSE: A POLYSEMY PRAGMATIC STUDY OF THE VIRAL TIKTOK PHRASE ‘10.000 DI TANGAN ISTRI YANG TEPAT’ WULANDARI, ANJELI This study investigates pragmatic polysemy in viral digital discourse, focusing on the phrase “Rp10.000 di tangan istri yang tepat” on TikTok. It aims to examine how multiple meanings emerge from a single expression and how these meanings are constructed, interpreted, and negotiated in online interactions. The study also explores how the phrase functions as praise, humor, and social criticism, producing layered interpretations in digital communication. This research employs a qualitative approach using a netnographic design. Data were collected through screenshot documentation of TikTok videos and their associated discourse. The analysis applies a pragmatic polysemy framework by integrating Relevance Theory (Carston), Conversational Implicature (Grice), Lexical and Contextual Meaning (Lyons and Leech), Humor Theory (Attardo), and Critical Discourse Analysis (Fairclough). The findings reveal four types of pragmatic meanings: literal, connotative, humorous, and ironic. Literal meaning refers to factual financial management, while connotative meaning reflects social and moral values related to gender roles. Humorous meaning arises through exaggeration and maxim violation, whereas ironic meaning expresses criticism toward unrealistic expectations and economic inequality. The results show that meanings are continuously negotiated through strategies such as comments, duets, stitches, and multimodal framing. TikTok functions as a dynamic discursive space where meanings are collaboratively constructed and contested. In conclusion, pragmatic polysemy in digital discourse reflects the interaction between language, social context, and digital platforms, highlighting how viral expressions become sites of meaning negotiation and ideological discourse.

USING DEBATING TECHNIQUES TO FOSTER THE STUDENTS’ CRITICAL THINKING AS A MEAN TO DEVELOP SPEAKING SKILLS

2026-04-09T00:00:00Z

USING DEBATING TECHNIQUES TO FOSTER THE STUDENTS’ CRITICAL THINKING AS A MEAN TO DEVELOP SPEAKING SKILLS MUNA, ARRAZAQ The purpose of this study was to ascertain the impact of debate strategies on students' critical thinking and speaking abilities. This study employed a quasi experimental design with a control class and an experimental class, using a quantitative methodology. SPSS was used to analyse the data, which were gathered through pre-test and post-test. Since the data were not normally distributed according to the normality test results, the Mann–Whitney U test was used to test the hypothesis. According to the study's findings, speaking and critical thinking abilities had significance values of p < 0.001, or less than 0.05. It shows that employing debate strategies has a major impact on students' critical thinking and speaking abilities. As a result, debating techniques can be employed as a successful teaching method to enhance students' critical thinking and speaking skills when learning English.

A MORPHOLOGICAL ANALYSIS OF WORD FORMATION PROCESSES IN CNN NEWS SELECTED ARTICLES

2025-09-13T00:00:00Z

A MORPHOLOGICAL ANALYSIS OF WORD FORMATION PROCESSES IN CNN NEWS SELECTED ARTICLES NURSA, AFDILA This research conducts a morphological analysis of word formation processes within CNN News selected articles. This research aims to analyze the word formation processes in CNN news entertainment selected articles in order to identify as well as categorize the word formation, to analyze the processes occurrence, and to determine the dominant process within the five selected entertainment section articles. By using the qualitative design method, the data were analyzed using George Yule (2020) theory. This research limits the research by only analyzing 5 selected CNN News articles from the entertainment section around January 2025 to March 2025. The data of this research were the writing news in the selected articles, which are sourced from CNN News entertainment section articles and collected using systematically Miles & Huberman (1994) theory. The result showed that there are seven words formation processes that found within the selected article, which are 52 borrowings, 96 compoundings, 12 clippings, 15 conversions, 21 coinages, 248 derivations, and 58 multiple processes. In addition, this process occurred by borrowing from other languages, combining two words into one, trimming words, changing word classes, taking from well-known things, adding affixes, and using more than one processes. Moreover, the most dominant process was the derivation process among the other processes found.