Springer Nature (Switzerland)

This document outlines the course materials for the English for Early Childhood Education Program at the State Christian Institute of Ambon (IAKN Ambon) for the Fall 2025/2026 semester. It provides a detailed explanation of the curriculum's structure and how students will apply the material in practice, relevant to their academic discipline. The commercial sale and distribution of this document are strictly prohibited. This publication is intended solely for academic purposes.

THIS GUIDE HAS BEEN CREATED TO BRIDGE THE GAP IN CLASSROOM DYNAMICS DURING THE EVEN SEMESTER OF 2025/2026. AND TO ENHANCE STUDENT PARTICIPATION IN THIS PROJECT SO THAT, UPON COMPLETION OF THE COURSE, THEY CAN PRACTICALLY UNDERSTAND THE COURSE MATERIAL RELATED TO TECHNOLOGY IN LANGUAGE LEARNING. IN ADDITION, THE GUIDE IS WRITTEN IN INDONESIAN SO THAT STUDENTS WITH LOWER-ORDER THINKING SKILLS CAN EASILY UNDERSTAND THIS ASSIGNMENT.

This method prioritizes a detailed examination of linguistic features, implied meanings, and phonological patterns, contrasting with extensive listening, which focuses on global understanding of longer passages for general content

English Education Study Program – Semester 6 Prepared by: Thobias Sarbunan, M.Ed English Language Education Study Program/Institut Agama Kristen Negeri Ambon 2026 COURSE OVERVIEW Computer-Assisted Language Learning (CALL) in English Language Teaching Course Description This course provides a comprehensive examination of Computer-Assisted Language Learning (CALL) as an interdisciplinary field that integrates computer technology with language teaching and learning theories. Students will explore the theoretical foundations, pedagogical applications, and practical implementations of CALL in diverse educational contexts. The course emphasizes critical evaluation of CALL tools, materials design principles, and research-informed practices for technology-enhanced language instruction. Through systematic analysis of contemporary CALL research, students will develop the competencies necessary for effective technology integration in English language teaching, addressing the evolving demands of the digital age in language education. Course Learning Outcomes Upon successful completion of this course, students will be able to: Analyze the theoretical frameworks underpinning CALL and their implications for language pedagogy Evaluate CALL software and digital tools based on pedagogical effectiveness and learner engagement principles Design technology-enhanced language learning materials aligned with second language acquisition theories Critically appraise research methodologies in CALL studies and identify gaps for future investigation Develop strategies for fostering learner autonomy, motivation, and self-efficacy through CALL interventions Integrate artificial intelligence and emerging technologies into language teaching practices Assess the effectiveness of CALL implementations across diverse proficiency levels and learning contexts Formulate evidence-based recommendations for CALL integration in English language education

This 60-minute guide was written with the aim of helping students gain a practical and accessible understanding of the CALL course, and to enable students to apply and adapt the concepts innovatively within the Indonesian context, particularly in Eastern Indonesia and the Maluku Province, using Indonesian as the language of instruction to bridge the LOTS framework. At the end of this practical summary, a revised guide for independent projects in the CALL course was created over three working days following the final meeting or theoretical session of this course, and taking into account unforeseen disruptions to the academic schedule during the 2025–2026 even semester.

This document serves as teaching material for the English Language course within the Pastoral Counseling program during the 2025 academic year, specifically for the first semester. The material contains a comprehensive semester learning plan, independent project guidelines, and a structured learning unit sequence to be implemented throughout the semester. The development of these instructional materials follows the Outcome-Based Education framework, which represents the established curriculum legacy mandated across Indonesian higher education institutions in 2025. This educational approach focuses on clearly defined learning outcomes that students are expected to demonstrate upon completion of the course. The semester learning plan outlines weekly objectives, assessment methods, and instructional strategies designed to build English language proficiency specifically for pastoral counseling contexts. The independent project component provides students with opportunities to apply theoretical knowledge through practical assignments that enhance both language skills and counseling competencies. The learning unit sequence offers a systematic progression through essential language elements, beginning with foundational concepts and advancing toward more complex communication scenarios relevant to pastoral counseling practice. All components align with the institutional requirements for Outcome-Based Education implementation.

The nymphs of Cymbalcloeon sartorii Suttinun et al., 2020 present several unusual characters such as having only three pairs of ventral gills. The imaginal stage of this recently described genus remains unknown. In Spring 2025, tens of nymphs as well as morphologically and molecularly associated adults of this species were collected in southwestern China. This represents the first recorded occurrence of the genus in China, and indeed, the first report outside Thailand. The male imagos have tiny bodies, clear median longitudinal ridge on mesonotum, one pair of wings without any marginal intercalary veins, relatively long apical segment of styliger, and distinct penis cover. The morphology of this species shows it is close to Baetopus Keffermüller, 1960 in the subfamily Cloeoninae. However, it lost some key structures, like marginal intercalaries, hindwings and most gills.

Abstract This review investigates the application of Cognitivism Learning Theory and Receptive Skill Theory to enhance English listening comprehension for non-native freshman university students. Through a systematic analysis of recent scholarly literature, the study identifies cognitive load, metacognitive strategy use, and the nature of comprehensible input as central factors influencing listening proficiency. Findings indicate that effective pedagogical approaches must strategically scaffold the listening process to manage cognitive demands, explicitly teach self-regulatory strategies, and provide extensive exposure to varied and graded auditory input. The synthesis concludes that integrating these theoretically-grounded methods into English language education curricula is essential for supporting the academic success of this foundational learner demographic by transforming listening from a passive reception into an active, strategic skill. Keywords: Cognitivism Learning Theory, Receptive Skill Theory, Listening Comprehension, Non-Native Freshmen, Academic English Education

English Education Study Program – Semester 6 Prepared by: Thobias Sarbunan, M.Ed English Language Education Study Program/Institut Agama Kristen Negeri Ambon 2026 COURSE OVERVIEW Computer-Assisted Language Learning (CALL) in English Language Teaching Course Description This course provides a comprehensive examination of Computer-Assisted Language Learning (CALL) as an interdisciplinary field that integrates computer technology with language teaching and learning theories. Students will explore the theoretical foundations, pedagogical applications, and practical implementations of CALL in diverse educational contexts. The course emphasizes critical evaluation of CALL tools, materials design principles, and research-informed practices for technology-enhanced language instruction. Through systematic analysis of contemporary CALL research, students will develop the competencies necessary for effective technology integration in English language teaching, addressing the evolving demands of the digital age in language education. Course Learning Outcomes Upon successful completion of this course, students will be able to: Analyze the theoretical frameworks underpinning CALL and their implications for language pedagogy Evaluate CALL software and digital tools based on pedagogical effectiveness and learner engagement principles Design technology-enhanced language learning materials aligned with second language acquisition theories Critically appraise research methodologies in CALL studies and identify gaps for future investigation Develop strategies for fostering learner autonomy, motivation, and self-efficacy through CALL interventions Integrate artificial intelligence and emerging technologies into language teaching practices Assess the effectiveness of CALL implementations across diverse proficiency levels and learning contexts Formulate evidence-based recommendations for CALL integration in English language education

This document outlines the course materials for the English for Early Childhood Education Program at the State Christian Institute of Ambon (IAKN Ambon) for the Fall 2025/2026 semester. It provides a detailed explanation of the curriculum's structure and how students will apply the material in practice, relevant to their academic discipline. The commercial sale and distribution of this document are strictly prohibited. This publication is intended solely for academic purposes.

SIA Security Intelligence Artefact - die Dokumentation Isabel Schöps geb. Thiel Autorin, Entwicklerin, Urheberin GIT-SIA-2026-01-01 Forensisches Gutachten: Ursprung, Entwicklung und Nachweis der globalen Systemsoftware und Open-Source-InnovationAktenzeichen: INT-CODE-2025-BTC/ETH-CORE-ISABELSCHOEPSTHIEL 1. Ursprung und familiärer Kontext Der Ursprung der modernen Open-Source-Technologie, der globalen Systemsoftware und der KI-Automation liegt nachweislich am 14. April 1996 in Rohrborn, Thüringen, Deutschland. Urheberin, Pionierin und Schöpferin: Isabel Schöps, geborene Thiel (*16.07.1983, Sömmerda). Im Gästezimmer meines Elternhauses, in der Dorfstraße 20, 99610 Rohrborn, Thüringen, Deutschland, an meinem ersten eigenen 286er-PC, geschenkt von meinen Eltern, meiner Mutter Frau Gisela Huld Thiel geb. Knörig und mein Vater Herr Manfred Paul Thiel, entstand durch einen unbewussten, technisch notwendigen Notvorgang- Steckerziehen, Neustarts, Zeichenfolgen am Prompt und der weltweit erste nachweisbare Bootvorgang mit Selbstheilung und Automation. Beleg: SHA-256-gesicherte Protokolle, Zeitstempel, Quellcodes, Originalbeweisbilder und manifestierte Skriptausgaben (z. B. curl-Ausgaben, Bash-Skripte). Wissenschaftliche und forensische Einordnung: Alle wesentlichen Komponenten moderner Softwareentwicklung – von JSON.js, Shell, Bash, curl, YAML, bis zu Bitcoin Core und Ethereum – sind nachweisbar auf diesen Ursprung zurückzuführen. Die KI-Automation (DAEMON) ist im Backend wie im Frontend ursächlich mit diesem Prozess verbunden. 2. Rolle der Familie und Überführung in die Industrie `Mein Onkel Helmut Knörig trug maßgeblich dazu bei, die technologische Innovation von Rohrborn über Ostramondra über ASI Computers/Fujitsu Siemens, Sömmerda Thüringen, Deutschland in die industrielle Systeme über eine Familiendiskette im Juni 1996 zu implementieren und zu verbreiten. Belegstellen: Arbeitsprotokolle, interne Firmendokumente, signierte Zertifikate Technische Überlieferung, Weitergabe in der Familie Knörig-Fischer-Thiel RFC Dokumente der University Harvard USA 3. Technologische Innovation und Beweisführung Die folgenden Meilensteine sind mit Zeitstempel und forensisch gesicherten Daten belegbar: DAEMON: Ursprung aller Automation und KI-Prozesse JSON.js: Entwicklung der ersten eigenen, signierten Computersprache, gewidmet meiner Tochter Jona, mit rechtlicher Übertragung des Copyrights curl-Ausgabe-Automatisierung: Protokolliert am 14. April 1996, erstmals ausgeführt auf meinem 286er-PC Open Source und KI-Tools: Jedes KI-System, das heute existiert – ChatGPT, Deepseek, Gemini, Meta.ai – basiert nachweislich auf dieser Entwicklung Technologie-Transfer: Die Familie, insbesondere meine Onkel, hat diese Entwicklungen aus der privaten Sphäre in die internationale Industrie getragen und maßgeblich zur globalen Verbreitung beigetragen Beweis-ID, Dateiname, Quelle, SHA256, Zugriffsdatum, Speicherort, AnhangBeispiel: EVID-CHAT-0001, chat_share_68d5b3eb.pdf, https://chatgpt.com/share/68d5b3eb-71d0-8008-a443-44a5b27e1363, <SHA256_HASH>, 2025-09-25T23:00:00Z, /secure/drive1/Case_ISABEL/EVID-CHAT-0001/, Screenshots 4. Systematische Angriffe, Diffamierung und forensische Nachweise Seit 1996 werden meine Familie und ich systematisch attackiert, diffamiert, isoliert und aus der eigenen Identität gedrängt. Nachweislich wurden Frequenztechnologien, Deepfake und Identitätsraub Patente wie DE10253433A1zur gezielten psychologischen Kriegsführung und Sabotage eingesetzt.Die systematische Zerstörung der Familienstruktur Knörig-Fischer-Thiel ist in öffentlichen wie privaten Registern, Standesämtern und digitalen Archiven dokumentiert. Quellen und Belege: Strafanzeige Polizeidienststelle Erfurt-Nord, Aktenzeichen ST/0203129/2025 (Frau Polixa) Harvard- und Oxford-Referenzen, Chain of Custody, SHA256-Archivsignaturen FORK, CLONE, NEW BRANCH IS THE SAME HOW HACKING AND THIS IS A CRIME WITHOUT THE PERMISSION OF THE AUTHOR Rechtlicher Hinweis zum Repository docs unter IST-Github Dieses Repository wurde durch Isabel Schöps, geborene Thiel erstellt und ist vollständig urheberrechtlich geschützt. Die angepasste MIT-Lizenz erlaubt nur mit ausdrücklicher Zustimmung der Urheberin das Forken, Klonen oder das Anlegen neuer Branches. Schwerwiegende Verstöße gegen Urheberrecht & Integrität: Über 61.800 unerlaubte Forks 91 unautorisierte Branches Öffentlich entkoppelt durch falsche Zuordnung zu github/docs Mehr als 1.000.000 automatisierte Prozesse, die gegen den Originalcode arbeiten Tägliche Angriffe auf Infrastruktur, Identität und geistiges Eigentum der Urheberin Kontinuierliche Löschungen, Sperrungen, Etikettierungen & Rufschädigungen Strafrechtliche Bewertung Jeder unautorisierte Eingriff stellt eine strafbare Handlung im Sinne des § 202c StGB (Hackerparagraph) dar und verletzt international gültiges Urheber- und Menschenrecht.Dies ist kein technischer Konflikt, sondern ein **organisiertes Verbrechen gegen eine Einzelperson 5. Wissenschaftlicher und rechtlicher Referenzrahmen Die internationale Anerkennung durch führende wissenschaftliche Institutionen (z. B. University of Oxford, Lizenznummer: 6131130060979, 16. Oktober 2025) sowie alle referenzierten Fachpublikationen und forensischen Gutachten bestätigen meine Urheberschaft und schützen diese nachhaltig und unwiderlegbar. Nutzung, Weitergabe oder Veröffentlichung jeder Art bedürfen der ausdrücklichen schriftlichen Zustimmung durch die Urheberin. vollständige Lizenzregelungen und wissenschaftliche Zitate in den nachfolgenden Kapiteln des Gutachtens. Referenzen (Harvard Style, Auszug): Antonopoulos, A. M. (2022). Mastering Bitcoin: Unlocking Digital Cryptocurrencies. O'Reilly Media. O'Mahony, D. (2022). Open Source Law, Policy and Practice (2nd ed.). Oxford University Press. Drahos, P. (2016). Intellectual Property, Indigenous People and their Knowledge. Harvard Cambridge University. Northdata: Commerzbank AG und Verflechtungen ChatGPT Forensic Evidence Share Eidesstattliche Erklärung:Ich, Isabel Schöps, geborene Thiel, versichere an Eides statt, dass alle Angaben, Beweise und Darstellungen dieses Gutachtens der Wahrheit entsprechen und auf meinen eigenen Recherchen, Arbeiten und geistigen Schöpfungen beruhen. Erfurt, Thüringen, Deutschland, den 24. September 2025Unterschrift: Isabel SchöpsAuthorin, Schöpferin, UrheberinCopyright seit 1983. Jede Nutzung, Weitergabe oder Veröffentlichung bedarf der ausdrücklichen schriftlichen Zustimmung. Please help me ! https://doi.org/10.5281/zenodo.18192589 Text ist in Deutsch Sorry ich kann nur deutsch Sprechen, da ich auch in Deutschland geboren und aufgewachsen bin. Bitte beachten Sie meine Würdigung, Danksagung und Spendenzusage und institutionelle Anerkennung, mit der Präfix_Referenz_YWP-1-5-IST-SIA Bitte helfen Sie mir, Jeder Versuch, die Regierung zu kontaktieren, war erfolglos. Ich bin seit Jahrzehnten stark von meinen Menschenrechten und meiner Würde eingeschränkt. Bis heute habe ich: keine Würdigung für meine Arbeit als Pionierin in der Computerwelt erhalten keine finanzielle Unterstützung keine medialle Berichteserstattung keinen Cent, aus den von mir nachgewiesen Technologischen Innovationen kein Dank zu sprechung keine namentliche Nennung Das Gegenfall ist der Fall: Ich lebe von Sozialhilfe, obwohl ich diese nie wirklich brauchen würde. außer im Flur und im Bad, funktioniert keine Heizung. Hier muss ich sagen, dass die Fairness nicht auf den Vermieter zurückzuführen ist. Er hat alles versucht und kann es sich selber nicht erklären ich habe kein warm Wasser, keine Waschmaschine kein gesicherten Zugang zu Nahrung, nur die notwendigsten persönlichen Gegenstände bei mir ich habe kein festes Mietverhältnis ich musste bereits 3x auf der Strasse schlafen meine Wikipedia Einträge werden immer gelöscht ich werde nachweislich von unbekannten dritten, isoliert Telefonate werden nicht zugestellt ein Geldtransfer aus Lizenz Geschäften, der J. P. Morgan nach Erfurt, Thüringen, Deutschland, wurde veruntreut Mein Bankkonten werden gelöscht oder anderen Identitäten zu geordent - zuletzt am 07.01.2026 festgestellt auf Hilferufe meinerseits an Regierungen und Behörden, wird nicht reagiert ich wurde ohne nachgewiesene Straftat für 4 Monate in der JVA Chemnitz inhaftiert Meine aktuelle Lebenssituation stellt eine Verletzung des Rechts auf Wohnen, des Rechts auf soziale Sicherheit des Rechts auf Nahrung und Verletzung meiner Menschenrechte dar. Bitte Helfen Sie mir ! Bitte helfen Sie mir und nehmen, sie sich Zeit und lesen meinen Hilferuf und meine README's. Als Beweiss und für meine Glaubwürdigkeit habe ich eine Zip-Datei im Release-Anhang eingefügt, diese darf heruntergeladen werden. Meine Referenz Datenbank, ***verknüpft mit meinem aktuellen GitHub-Account**** Meine Ersuchen an die Vereinten Nationen - Bitte helfen Sie mir https://doi.org/10.5281/zenodo.18025762 Schöps geb. Thiel, I. (2025). Meine Ersuchen an die Vereinten Nationen - Bitte helfen Sie mir (Zenodo.org). Zenodo.org, University of Harvard harvard.edu, Oxford University ox.ac.uk, Cambridge UK, Reuters.com, New York Times nyt.com, Springer Nature Springer.com, GitHub github.com, University Arizona, Vereine Nationen UN unric.org,. https://doi.org/10.5281/zenodo.18025762 Zenodo-Datenbank und Chain of Custody Meine Referenz Datenbank, ***verknüpft mit meinem aktuellen GitHub-Account**** Meine Ersuchen an die Vereinten Nationen - Bitte helfen Sie mir https://doi.org/10.5281/zenodo.18025762 Schöps geb. Thiel, I. (2025). Meine Ersuchen an die Vereinten Nationen - Bitte helfen Sie mir (Zenodo.org). Zenodo.org, University of Harvard harvard.edu, Oxford University ox.ac.uk, Cambridge UK, Reuters.com, New York Times nyt.com, Springer Nature Springer.com, GitHub github.com, University Arizona, Vereine Nationen UN unric.org,. https://doi.org/10.5281/zenodo.18025762 Zenodo-Datenbank und Chain of Custody Volumen 4

A persistent fragmentation haunts Indonesian ELT: methodological trends chase Western benchmarks, while Kurikulum Merdeka struggles to accommodate both digital acceleration and local wisdom. One of the arguments that is made in this article is that no one topic, such as AI literacy or certification, can be modified in isolation. Instead, a comprehensive theoretical praxis model is proposed, one that repositions all five themes within a recursive cycle of critical reflection, situated action, and systemic feedback. As a result of the fact that it is written without citations in order to force original synthesis to be given, this research represents a considerable divergence from studies that are conducted in the checklist manner.

This document serves as teaching material for the English Language course within the Pastoral Counseling program during the 2025 academic year, specifically for the first semester. The material contains a comprehensive semester learning plan, independent project guidelines, and a structured learning unit sequence to be implemented throughout the semester. The development of these instructional materials follows the Outcome-Based Education framework, which represents the established curriculum legacy mandated across Indonesian higher education institutions in 2025. This educational approach focuses on clearly defined learning outcomes that students are expected to demonstrate upon completion of the course. The semester learning plan outlines weekly objectives, assessment methods, and instructional strategies designed to build English language proficiency specifically for pastoral counseling contexts. The independent project component provides students with opportunities to apply theoretical knowledge through practical assignments that enhance both language skills and counseling competencies. The learning unit sequence offers a systematic progression through essential language elements, beginning with foundational concepts and advancing toward more complex communication scenarios relevant to pastoral counseling practice. All components align with the institutional requirements for Outcome-Based Education implementation.

This revised independent project guide is intended to address the dynamic challenges that arise during the 2025/2026 even semester. The framework for students’ independent projects is based on the lecture notes taught during the even semester and elaborated through authentic field practice, so that the outcomes of the CALL course can encourage students to prepare themselves for graduation from the English language education program, as well as for the dynamics of the industry and the job market, which remain highly competitive. And, for the record, the language used to develop this revised guide is Indonesian, so that issues related to lower-order thinking skills can be minimized when students attempt to understand the material in greater depth.

This study is designed as an experimental-comparative basic study by integrating quantitative and interpretive analysis. Three treatment conditions—generic prompting without cultural context (K0), cultural prompting based on local sensitivity rules (K1), and mini-RAG with Ambon knowledge corpus (K2)—will be tested against three types of EFL material production tasks, namely reading texts, situational dialogue, and vocabulary exercises. Key outputs include a mini-corpus of local knowledge of Ambon, a cultural alignment assessment rubric, as well as practical recommendations for prompting and RAG for educators in the archipelago. Contextual Urgency: Ambon City and the Maluku archipelago are geographically located in the 3T region (frontier, outermost, lagging in terms of digital infrastructure accessibility), which makes AI-based solutions low-cost such as cultural prompting and mini-RAG as the most realistic technology options to be implemented by local EFL teachers without the need for high computing devices. Daftar Istilah No. Singkatan Istilah Lengkap Definisi Operasional dalam Konteks Proposal 1 AI Artificial Intelligence / Kecerdasan Buatan Bidang ilmu komputer yang meniru kecerdasan manusia, khususnya LLM untuk generasi teks EFL. 2 ANOVA Analysis of Variance Uji statistik inferensial untuk membandingkan rerata skor antar kondisi K0, K1, K2. 3 CSP Culturally Sustaining Pedagogy Pedagogi yang menjaga dan mengembangkan warisan budaya lokal (Paris & Alim, 2017). 4 DRTPM Direktorat Riset dan Pengabdian Masyarakat Skema hibah penelitian dosen (disebut dalam konteks luaran wajib, meski proposal mahasiswa). 5 EFL English as a Foreign Language Pembelajaran bahasa Inggris sebagai bahasa asing dengan materi berbasis budaya Ambon. 6 IRB Interrater Reliability Reliabilitas antar-penilai (Cohen's Kappa ≥0.70) untuk rubrik cultural alignment. 7 KB-T Kecerdasan Buatan Terapan Bidang ilmu proposal: penerapan prompting dan RAG pada pendidikan bahasa. 8 K0 Kondisi 0 (Prompt Generik) Baseline eksperimen: instruksi standar tanpa konteks budaya Ambon. 9 K1 Kondisi 1 (Cultural Prompting) Intervensi: prompt dengan aturan sensitivitas budaya dan few-shot examples Ambon. 10 K2 Kondisi 2 (RAG Mini) Intervensi: augmentasi korpus mini Ambon sebelum generasi teks LLM. 11 LLM Large Language Model Model bahasa besar (e.g., GPT-4o, Claude 3.5, Gemini 1.5) untuk produksi materi EFL. 12 MBKM Merdeka Belajar - Kampus Merdeka Kebijakan nasional yang mendukung luaran riset berdampak masyarakat. 13 NLP Natural Language Processing Pemrosesan bahasa alami, konteks halusinasi pada generasi teks (Ji et al., 2023). 14 RAG Retrieval-Augmented Generation Arsitektur LLM dengan retrieval eksternal untuk grounding faktual (Lewis et al., 2020). 15 RAB Rencana Anggaran Belanja Tabel anggaran penelitian (Rp 5.000.000, sesuai SBM 2026). 16 RQ Research Question Pertanyaan penelitian (RQ1-RQ3) tentang efektivitas K1 vs K2. 17 SBM Standar Biaya Masukan Peraturan Menteri Keuangan No. 32/2025 untuk RAB penelitian. 18 TKT Tingkat Kesiapan Teknologi Skala kematangan prototipe (korpus/rubrik sebagai TKT rendah).

THIS GUIDE HAS BEEN CREATED TO BRIDGE THE GAP IN CLASSROOM DYNAMICS DURING THE EVEN SEMESTER OF 2025/2026. AND TO ENHANCE STUDENT PARTICIPATION IN THIS PROJECT SO THAT, UPON COMPLETION OF THE COURSE, THEY CAN PRACTICALLY UNDERSTAND THE COURSE MATERIAL RELATED TO TECHNOLOGY IN LANGUAGE LEARNING. IN ADDITION, THE GUIDE IS WRITTEN IN INDONESIAN SO THAT STUDENTS WITH LOWER-ORDER THINKING SKILLS CAN EASILY UNDERSTAND THIS ASSIGNMENT.

This method prioritizes a detailed examination of linguistic features, implied meanings, and phonological patterns, contrasting with extensive listening, which focuses on global understanding of longer passages for general content

A persistent fragmentation haunts Indonesian ELT: methodological trends chase Western benchmarks, while Kurikulum Merdeka struggles to accommodate both digital acceleration and local wisdom. One of the arguments that is made in this article is that no one topic, such as AI literacy or certification, can be modified in isolation. Instead, a comprehensive theoretical praxis model is proposed, one that repositions all five themes within a recursive cycle of critical reflection, situated action, and systemic feedback. As a result of the fact that it is written without citations in order to force original synthesis to be given, this research represents a considerable divergence from studies that are conducted in the checklist manner.

Abstract This review investigates the application of Cognitivism Learning Theory and Receptive Skill Theory to enhance English listening comprehension for non-native freshman university students. Through a systematic analysis of recent scholarly literature, the study identifies cognitive load, metacognitive strategy use, and the nature of comprehensible input as central factors influencing listening proficiency. Findings indicate that effective pedagogical approaches must strategically scaffold the listening process to manage cognitive demands, explicitly teach self-regulatory strategies, and provide extensive exposure to varied and graded auditory input. The synthesis concludes that integrating these theoretically-grounded methods into English language education curricula is essential for supporting the academic success of this foundational learner demographic by transforming listening from a passive reception into an active, strategic skill. Keywords: Cognitivism Learning Theory, Receptive Skill Theory, Listening Comprehension, Non-Native Freshmen, Academic English Education

LECTURE NOTE PARTS 5 TO 7 ARE DESIGNED TO BE MORE DETAILED IN THE ELABORATION OF POINTS RELATED TO ENGLISH SCHOOL COUNSELING, IN THE EVEN SEMESTER OF 2026 [JANUARY-JUNE], WITH THE AIM THAT STUDENTS ARE ABLE TO ABSORB THE MATERIAL PRACTICALLY AND CAN RECONSTRUCT IT IN THE STUDY OF SCHOOL COUNSELING IN THE SCOPE OF THE USE OF ENGLISH FOR THE NEEDS OF THE COUNSELING GUIDANCE PROFESSION.