https://ejournal.mediaantartika.id/index.php/eja <p><strong><span data-preserver-spaces="true">English Journal Antartika</span></strong><span data-preserver-spaces="true"> is a scientific journal research in Linguistics, Literature, Teaching, and Interdisciplinary Language Learning focusing on All Language, published by Media Antartika the articles have never been published online or in print. The publication is scheduled twice a year, in June and December. The editors welcome submissions of manuscripts that relate to the field. Each article will be checked for plagiarism by Turnitin, with the minimum level of similarity possible.</span></p> Media Antartika Indonesia en-US English Journal Antartika 3031-7614 <p>Copyright Policy Statement</p> <p>Authors who publish their manuscripts through English Journal Antartika agree on the following:</p> <p>1. The copyright holder of the article is the author(s).</p> <p>2. The author gives the right to publish the scientific articles to English Journal Antartika as the first publisher. The author gives permission/license regarding the Creative Commons Attribution License to other parties to distribute the articles.</p> <p>3. Non-exclusivity stuff in Journal distribution publishes the author's scientific articles can be agreed upon separately (e.g., a request to insert in the institution library or publish as a book) then adjust the author as one of the parties and English Journal Antartika as the first publisher.</p> <p>4. Authors can publish the article online before and during the manuscript submission process (e.g., in the Repository or on the organization's/institution's website), as this can promote the earlier exchange of citations.</p> <p>5. Manuscripts and related materials published through this Journal are distributed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA)</p> https://ejournal.mediaantartika.id/index.php/eja/article/view/1472 <p>Reading comprehension is one of the essential language skills that EFL learners must master because it significantly influences their academic achievement and language proficiency. Nevertheless, many students still encounter difficulties in identifying the main ideas, locating detailed information, making inferences, and understanding unfamiliar vocabulary while reading English texts. These problems are often associated with teacher-centered instructional practices that provide limited opportunities for active student engagement. This study aimed to investigate the effectiveness of the Flashcard Race Game in improving EFL students' reading comprehension. The research employed a quantitative approach using a quasi-experimental design involving two eleventh-grade classes. Data were collected through pre-tests and post-tests and analyzed using an independent samples t-test. The findings revealed that students taught through the Flashcard Race Game significantly outperformed those receiving conventional instruction. Moreover, the strategy enhanced students' motivation, classroom participation, collaborative learning, and confidence during reading activities. The study concludes that the Flashcard Race Game is an effective instructional strategy for improving EFL students' reading comprehension and creating a more interactive learning environment.</p> Dian Rakhmawati Fatma Yuniarti Copyright (c) 2026 Dian Rakhmawati, Fatma Yuniarti https://creativecommons.org/licenses/by-sa/4.0 2026-06-30 2026-06-30 4 1 01 06 10.70052/eja.v4i1.1472 https://ejournal.mediaantartika.id/index.php/eja/article/view/1453 <p><em>This study aims to examine EFL learners’ pragmatic competence in using expressions of asking and giving permission. The research was carried out at MTs Muhammadiyah Sukarame, Bandar Lampung, involving 32 eighth-grade students. A descriptive qualitative approach was applied to describe students’ speaking performance during classroom activities. The data were obtained through classroom observation, particularly during speaking practices. The findings indicate that students still encounter several difficulties in using appropriate expressions. Most of them have limited vocabulary, low confidence, and difficulties in applying correct grammatical structures. Consequently, their utterances are often incomplete and poorly organized. Furthermore, many students feel hesitant and afraid of making mistakes when expressing their ideas. These results show that students’ pragmatic competence in asking and giving permission remains relatively low. It also highlights the importance of providing more interactive and communicative learning activities to support the development of students’ speaking skills.</em></p> Shella Aulia Putri Musiman Musiman Copyright (c) 2026 Shella Aulia Putri, Musiman Musiman https://creativecommons.org/licenses/by-sa/4.0 2026-06-30 2026-06-30 4 1 07 11