This study aims to describe: (1) the implementation of a sociopragmatic approach by teachers in Indonesian language learning at the elementary school level; and (2) the role of teachers’ politeness strategies in shaping students’ character, particularly in terms of linguistic politeness, empathy, and respect in the classroom. This study employed a descriptive qualitative method conducted in an authentic learning setting at SD Negeri 03 Malangjiwan, Colomadu District, Karanganyar Regency, Central Java, Indonesia. The research data consisted of teachers’ speech acts and students’ responses during Indonesian language learning interactions. Data sources included classroom teachers as the primary informants, students as supporting participants, and learning documents such as lesson plans, observation notes, classroom recordings, and interview transcripts. Data were collected through observation using participant observation techniques, semi-structured interviews, audio recordings, and documentation. Research participants were selected through purposive sampling based on characteristics relevant to the study objectives, namely their direct involvement in the Indonesian language learning process. Data validity was established through source triangulation and method triangulation by comparing findings from observations, interviews, recordings, and documentation. Data were analyzed using pragmatic analysis and the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings reveal that teachers implemented a sociopragmatic approach through a balanced use of positive and negative politeness strategies across various learning contexts. This implementation fostered classroom interactions that were polite, communicative, and conducive to learning. Teachers’ politeness strategies played a significant role in shaping students’ character, particularly in the areas of linguistic politeness, empathy, and respect. These findings indicate that the sociopragmatic approach contributes to strengthening elementary school students’ character through contextualized and meaningful language practices in the classroom.
Public speaking competence among elementary school students remains constrained by psychological barriers, including anxiety, low self-confidence, and limited mastery of standard oral Indonesian. In classroom interaction, standard Indonesian is often perceived as overly formal and disconnected from students’ everyday communication practices, which reduces its functional use in authentic researchs. From the perspective of communicative competence and pragmatic theory, this condition reflects a gap between linguistic knowledge and the ability to apply language appropriately in research-sensitive oral communication. This study aims to synthesize the contribution of pragmatic aspects to the habituation of standard oral Indonesian and to examine their pedagogical implications for students’ public speaking development. A Systematic Literature Review (SLR) design was employed, analyzing 12 peer-reviewed studies indexed in Scopus and ProQuest published between 2016 and 2026. The selection process followed explicit inclusion criteria, prioritizing elementary-level studies while incorporating a limited number of comparative studies from other educational levels to strengthen conceptual generalization. A thematic synthesis approach was applied to identify recurring instructional strategies, pragmatic components, and reported learning outcomes. The findings suggest that teacher modeling, researchualized dialogue practice, and simulation-based learning are consistently associated with increased student engagement in using standard oral Indonesian. Pragmatic elements, such as politeness strategies, deixis, speech acts, and prosodic features, are also linked to improved communicative appropriateness and reduced speaking anxiety. However, these results indicate patterns of association rather than causal relationships due to the heterogeneity of the included studies.
In the long history of foreign language teaching, translation is one of the most discussed activities. In this context, and in order to gain a comprehensive overview of the actual situation regarding the role and use of translation as a didactic tool in German language teaching in Albania, a fifteen question questionnaire was developed and addressed to German language teachers. This served as a research instrument to collect empirical data regarding the perceptions and experiences of German language teachers. The goal was to determine with which age groups and at which language levels German language teachers use translation in their lessons, how they conceptualize it, what challenges they face in doing so, and what support they consider necessary. Furthermore, it was very important to understand whether translation in foreign language teaching is used simply as a means of grammatical comparison and vocabulary building, or whether teachers also aim to promote learners' sensitivity to cultural elements, their ability to understand problems, and the development of new learning strategies. The study follows a mixed method approach: a quantitative approach to identify key trends in the use of translation and a qualitative approach to explain the reasons and perceptions behind these trends. This combination provides a more comprehensive picture of the role of translation in German language teaching in Albania. This article also offers teachers recommendations regarding the forms and methods of using translation in German language teaching, from selecting a goal oriented task to developing analytical skills regarding the function, content, and form of linguistic phenomena in the source language.
This article discusses how Second Language Acquisition (SLA) theories can help English teachers in Indonesian classrooms. Naturalistic classroom observation was employed to generate authentic field data from students. Field notes were written up during and immediately following the observation sessions to ensure a detailed record of events and interactions. A part of increasing the credibility of data is that observations were repeated through multiple sessions, and later compared with interview findings to allow triangulation. It explains that students learn English while still using local languages such as Javanese and Sundanese. These local languages influence pronunciation, interaction, confidence, and learning strategies. The article also describes the importance of supportive corrective feedback, classroom interaction, and balanced use of local languages. In addition, it explains how technology, mobile applications, and AI tools are changing the role of English teachers. Rather than replacing teachers, technology helps students practice English more often, while teachers guide students in meaningful, ethical, and confident language learning. Teaching implications are also discussed in this paper as well.
The Systematic Literature Review (SLR) investigates English Language Learning Strategies (LLS) employed by ESL students within the Malaysian educational context, particularly focusing the period of 2018 to 2024 after the implementation of the Common European Framework of Reference (CEFR). Guided by PRISMA protocols, seven empirical studies were selected from Scopus and Web of Sciences databases based on meticulous inclusion and exclusion criteria. It was found that metacognitive strategies such as planning, monitoring and evaluating were the most widely used and effective across various education levels, followed by cognitive and socio-affective strategies. It had also revealed that university students were the most frequently studied population, leaving a research gap in primary, secondary and vocational education settings. The review underscored the need for more diversified research to inform pedagogical innovation and enhance teacher training programs to fit the students’ strategic learning needs. The review contributed to a clearer understanding of how LLS facilitate English proficiency among Malaysian ESL learners.
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