This research aims to classify the interpersonal meaning in Joe Biden’s victory speech. It is an interesting phenomenon because by revealing the interpersonal meaning, people can be assisted to be successful in communication. The researchers used a qualitative research design to answer the research question and chose content analysis since the results of data analysis were in descriptive phenomena, such as words, clauses, and utterances. The research findings showed that mood elements: found 174 subjects and 176 finites. Meanwhile, residue elements found 120 predicators, 133 complements, 9 mood adjuncts, 71 circumstantial adjuncts, 2 comment adjuncts, and 54 conjunctive adjuncts. In addition, the speech function identified 162 Statements, 4 Questions, and 11 Commands. Thus, it is concluded that Joe Biden tended to use finites, in contrast with comment adjuncts, and Statements, in contrast with questions (only 4 questions were found in his speech). This study also showed that the speaker was greatly assisted by using interpersonal meaning to make a good speech.

This research aimed to explore students perceptions of playing Mobile Legends: Bang-Bang (MLBB) as a means to improve their English vocabulary. The students had limited English vocabulary, which negatively affected their learning, especially in understanding imperative statements. This study used a qualitative approach based on the Miles and Huberman analytical framework. Data were collected from 150 ninth-grade students at Junior High School 10 Pematangsiantar through closed questionnaires focusing on content vocabulary and perceptions (auditory and visual). The responses were analyzed using a 5-point Likert scale, input into Ms. Excel, and then tabulated. The results were then described descriptively in paragraph form. The findings revealed that a significant number of students reported positive outcomes regarding the influence of MLBB on vocabulary improvement. Specifically, 69.21% of students responded positively, with 13.88% strongly agreeing and 55.33% agreeing. Neutral responses accounted for 19.38%, while negative feedback totaled 11.42%, including 8.88% disagreeing and 2.54% strongly disagreeing. Regarding auditory and visual perception, 74.34% gave favorable responses, 16.7% remained neutral, and 9.6% responded negatively. The researcher concluded that most students at Junior High School 10 Pematangsiantar considered MLBB to be a beneficial alternative for improving their English vocabulary, with a significant majority expressing positive opinions about the game.

This research explores the semantic and toponymic aspects of tourist site names on Sumba Island, focusing on cultural villages and marine tourism locations that have not been previously studied from a linguistic perspective. It also examines the social and economic impact of these sites on local communities. Using a qualitative descriptive method,data were collected through observation and interviews with 22 respondents, using purposive sampling. The study was conducted in West and Southwest Sumba Regencies, covering nine cultural sites/villages and three marine tourism objects. Findings reveal that the names of cultural tourism sites vary in lexical meaning; some, like Toshi Traditional Village and Wee Lewo, lack direct lexical interpretations. Toponymically, the names often derive from physical features, historical events (e.g., Wainyapu, Tarung, Weekurri), or local flora and fauna (e.g., Bodo Ede, Waitabar, Lapopu). These sites attract many visitors, positively impacting the local economy. All respondents reported income increases and new job opportunities, although 73% indicated that earnings fluctuate, averaging one to two million rupiah per month. Additionally, 9% earn below and 18% above this range. Beyond economic benefits, tourism influences social and moral values. Communities remain committed to preserving cultural practices and environmental cleanliness. Language use has also been affected; all respondents strive to use proper Indonesian, and 70% noted that youth are eager to learn English through community-run courses.

This study revisits a case study on the application of the Teaching and Learning Cycle (TLC) model in EFL learning in Timor, Eastern Indonesia, aiming to identify how the TLC model integrates Deep Learning (DL) principles into English language teaching. Guided by two research questions — (1) how the DL framework is integrated into the TLC model in EFL learning in Timor, and (2) what aspects of DL-related learning experiences emerge through the application of the TLC model — the study specifically examines how the learning experiences generated within the TLC model align with the underlying features of the DL approach. Data were drawn from reflective journals collected from 25 students during the Digital Learning course at the English Education Study Program of Artha Wacana Christian University (AWCU), a sample whose consistent engagement across the course underscores their active participation. Thematic analysis was employed to identify the range of learning experiences produced through this integrated DL–TLC approach and to examine how these experiences shaped students' digital literacy ability. The findings show that the TLC model facilitates a clear progression from teacher-supported instruction toward learner autonomy, with DL–TLC integration correspondingly promoting active, collaborative, and reflective learning. However, digital learning exposure alone did not automatically translate into digital competence, indicating that explicit digital and pedagogical scaffolding remains necessary. Specifically, the Preparing/Developing Context stages were found to support knowledge construction and foster students' independent thinking and creativity; the Modeling stage developed students' awareness of digital tools and application selection, even as many students remained uncertain about their own digital capabilities; the Teacher-Led Construction stage strengthened collaboration and revision, though students still struggled to connect digital tools meaningfully with listening, speaking, reading, and writing skills; and the Student-Led Construction stage promoted autonomous digital-content design, with students' growing autonomy reflected in their capacity for self-diagnosis and identification of their own learning needs. Taken together, these findings affirm the relevance of the TLC model for the Timor EFL context, while pointing to a persistent gap in the holistic integration of digital knowledge and skills that warrants further explicit pedagogical attention.

This study aims to find out whether teaching appraisal model improves students’ competence in academic writing and describe the effect size for pair sample test. It was realized that students still had difficulties in using variety of appraisal features in their academic writing, including thesis writing. Therefore, this study was important to be studied in order to know whether appraisal model improved students’ competence in academic writing text. This study applied pre-experimental design to treat the students in writing academic focusing on appraisal features. The subjects of this study were 30 seventh semester students who were taking research method course or those who were in process of writing thesis as their final project. Students were treated by teaching appraisal features and asked them to identify appraisal features in text and then they were asked to use appraisal features in their own writing. Data were analyzed quantitatively by applying the paired sample t-test and omega squared. The result showed that appraisal model improved students’ competence. It was proved that the calculated value was 13.23. It was higher than the critical value table 1.70 based on the critical value table for t at α = .05. Referring to this fact, H0 was rejected because the calculated was more than critical value table; whereas H1 was accepted. The result of the effect for the paired samples t-test was 0,85, it could be interpreted this indicated about 85 % of the variance in writing self-efficacy was explained by the change from pre- test to post test. Therefore, it could only be suggested that 85% of the variance in writing self-efficacy was explained by the change from pre- test to post test. It was suggested the lecturers of academic writing, semantic, discourse analysis and research method courses could include the appraisal language as one of the topics to be discussed.