Journal of Applied Studies in Language

Metacognitive strategies in teaching essay writing: Repeated measures in the creative writing classroom

2025-10-20T03:37:31+00:00

Metacognitive strategies are language learning strategies used to improve self-monitoring and self-regulation skills. Using a purposive sampling technique, 79 students in a creative writing class were selected to participate. Data collection was carried out repeatedly, and the data were analyzed using repeated measurement tests. During essay writing learning, students were guided to develop metacognitive skills, starting from planning, monitoring, and evaluating writing. The results of the study showed that metacognitive strategies influenced the development of metacognitive skills. Students were accustomed to writing in the stages of planning writing, monitoring the strategies used, and evaluating the writing results. When completing their writing, they were guided to use a reflection journal as a self-reflection tool. Measurements were carried out five times. In the first week, students began to be introduced to metacognitive strategies with a focus on awareness of the thinking process, especially in planning the content of the writing; in the second week, students showed significant improvement when they were able to organize ideas more coherently and relevantly to the topic; In week 3, students demonstrated maturity in developing arguments, enriching descriptions, and improving paragraph cohesion and coherence, resulting in a significant increase in their creative essay writing scores. However, in weeks 4 and 5, students' abilities slowed down, with no statistically significant differences. This stagnation was caused by the learning plateau and ceiling effect, the short duration of treatment, inaccurate assessment instruments, and student motivation and boredom. Nevertheless, metacognitive strategies are recommended for use in essay writing learning.

From sheet to screen: Teachers' needs for science literacy-based explanatory text writing learning in vocational schools

2025-09-13T03:45:07+00:00

This study aims to describe the profile and needs of teachers in learning to write science literacy-based explanatory texts at Vocational High Schools (SMK) in Cianjur, Jawa Barat. Employing a descriptive qualitative method, data were collected via an online questionnaire distributed to 19 Indonesian language teachers. The questionnaire instrument consisted of closed and open questions covering respondents' identity, teaching experience, learning challenges, and needs for teaching materials. The results show that most teachers, with varying teaching experience, have taught explanatory texts. However, learning still predominantly focuses on mechanical aspects and has not been optimally integrated with elements of science literacy. Conventional textbooks are still the primary source of learning, while utilizing digital media and contextual materials is minimal. Teachers also expressed the need for teaching materials linking text structures with scientific understanding relevant to students' lives. In addition, training for teachers in integrating science literacy into writing instruction is urgently needed. These findings confirm the importance of developing science literacy-based writing e-modules to solve classroom learning challenges and improve students' critical thinking, information literacy, and writing skills in a contextual and meaningful way.

Indirect speech acts and persuasive strategies of cultural narratives of Go’et in health promotion

2025-10-02T10:10:53+00:00

Studies of cultural narratives as indirect speech acts and persuasive strategies in health promotion remain limited. This study aims to discover how "Go’et," a cultural narrative of Manggarai Community Indonesia, is used as an indirect speech act and persuasive strategy in health promotion. It is a qualitative study with a phenomenological approach. The study was conducted in the Rego dialect community, Manggarai, Indonesia. The study participants were chosen purposively based on predetermined criteria. The participants included healthcare providers, customary leaders, and community figures. Data from the study were collected using in-depth interviews, observation, documentation and Focus Group Discussion. The study indicated that the cultural narratives of Go’et in the Manggarai community in Indonesia are relevant to the context of health promotion. The cultural narratives are constructed in imperative sentences with the illocutionary power of advising, recommending and hoping. Using indirect speech acts through "Go’et" has become a persuasive strategy for shaping people's perceptions, beliefs and behavior. Healthcare providers can adopt such expressions to positively influence patients' emotional states, enhancing their psychological readiness to recover or maintain good health. The study contributes to understanding how cultural narratives function as indirect speech acts in non-Western communities, particularly within the Manggarai context of Indonesia. By highlighting Go’et as a culturally embedded form of communication, the study expands the theoretical discourse on indirectness, politeness strategies, and persuasive communication in health promotion. Moreover, the study provides valuable insights into community-based health promotion strategies by emphasizing the compelling role of traditional discourse.

The interplay of segmental and suprasegmental features in ESL/EFL reading aloud performance

2025-11-23T09:21:31+00:00

Effective spoken communication is influenced by intelligibility and comprehensibility, both of which are shaped by segmental and suprasegmental features of pronunciation. This study aims to examine how segmental and suprasegmental pronunciation features influence the intelligibility of Indonesian EFL learners during reading-aloud tasks. The study used a descriptive qualitative research method and involved 5 senior members of the Global English Community (GEC) at Mandalika University of Education (UNDIKMA) as participants. The data consisted of recorded speech produced during reading-aloud sessions and were collected through direct observation and expert rating by a native-speaker. The analysis focused on segmental features (vowel and consonant production, including monophthongs, diphthongs, and silent-letter words) and suprasegmental features (word stress and voice quality). The findings indicated that segmental inaccuracies particularly in English sounds not found in Indonesian caused the greatest reduction in intelligibility because they frequently altered word meaning. In contrast, suprasegmental issues such as misplaced stress and limited voice quality reduced naturalness and listener processing but did not affect meaning. These results indicated that pronunciation instruction for Indonesian EFL learners should prioritize segmental accuracy while still integrating suprasegmental training to support overall speech clarity.

Rural EFL Teachers’ Perceptions of Promoting Learner Autonomy in Indonesia’s Independent Curriculum

2025-11-05T08:56:35+00:00

As Indonesia’s education system adopts the Independent Curriculum, the promotion of learner autonomy has attained renewed importance, particularly in English language education. While the theoretical advantages of learner autonomy are well-established, empirical research examining how EFL teachers in rural Indonesian contexts perceive and implement this concept remains limited. This study looked into the views and self-reported practices of 40 in-service EFL teachers from rural schools in Kupang Regency within the framework of the Independent Curriculum. Data were obtained using structured questionnaires and open-ended reflections. The findings indicate that although teachers generally express positive attitudes toward the value of learner autonomy, many participants demonstrated limited theoretical understanding and lacked the pedagogical strategies necessary for fostering autonomy in their classrooms. While a majority believed that promoting learner autonomy is feasible, their justifications often relied on general assumptions—such as potential improvements in language proficiency—rather than a concrete understanding of how autonomy can be integrated into classroom practice. These findings highlight the need for targeted professional development that equips teachers with both conceptual knowledge and practical tools aligned with the goals of the Independent Curriculum.

Adaptation of Indonesian tourism services in the face of contemporary Japanese evolution

2025-06-01T09:24:42+00:00

This study analyzes the need for communication strategies in the Project-Based Learning (PjBL) model. As a transformative educational approach, PjBL emphasizes 21st-century skills, with communication playing a central role in ensuring effective collaboration and learning outcomes. Although PjBL encourages interaction and teamwork, significant communication challenges persist in its implementation, particularly in higher education settings. This research employs a mixed-methods approach with a parallel convergent design, integrating qualitative and quantitative data simultaneously. The study involved two universities in West Java, with data collected through interviews, surveys, and literature review. The findings reveal three essential communication strategies that are needed to support the implementation of the Project-Based Learning (PjBL) model effectively: (1) strategic use of technology as a communication medium, (2) regulated frequency of interaction to maintain group coherence, and (3) multimodal forms of communication, including verbal, nonverbal, and digital, tailored to project needs. These strategies are instrumental in enhancing collaboration, clarity, and efficiency throughout the project process. Results show that 35% of students have adequate digital literacy, 40% face difficulties using digital tools, and 25% express the need for additional training to improve their communication skills on digital platforms. Additionally, structured and scheduled communication significantly enhances group collaboration. This study highlights the importance of developing communication strategies that include digital literacy training and the optimal use of technology to support effective communication in PjBL. These findings provide a foundational insight for future research and policy development aimed at integrating targeted communication frameworks into innovative, student-centered pedagogies.

Needs analysis of communication strategies in the Project-Based Learning Model

2025-06-12T02:31:12+00:00

Impact of SQ4R on reading comprehension of university students in an English for specific purposes (ESP) Course

2024-11-17T14:52:46+00:00

This study aimed to achieve three objectives: to identify the active reading strategies employed by undergraduate students in an English for Specific Purposes (ESP) course, to evaluate the effectiveness of the SQ4R model in enhancing students' reading comprehension, and to know their insights about the model. Descriptive analysis of survey data revealed significant positive changes in study strategies following the SQ4R intervention. Students demonstrated notable improvement in organizing material using flow charts, indicating enhanced capability in managing complex information. Similarly, highlighting techniques became more strategic, focusing on critical information. The organization of annotations into various formats also improved, pointing to more advanced note-taking and data processing skills. Additionally, the creation of practice tests increased, signifying greater engagement in active recall and testing. These findings underscore a significant shift toward more effective and engaged learning strategies among students. T-test results revealed a significant improvement in pre-test and post-test scores, confirming the effectiveness of the SQ4R model. Students' positive feedback further supports the utility of this model in enhancing active reading practices. The implications of this study suggest that the SQ4R model can be an effective tool in improving reading comprehension and engagement in ESP courses, with potential applications in other educational contexts as well.

Analysis of obstacles to English writing skills of electrical engineering students using interactive blog models

2024-12-06T13:24:09+00:00

This research aims to assess the students’ obstacles in writing skills using interactive blogs. The study employs both quantitative and qualitative descriptive methods. The focus of the study involved 100 students who answered a questionnaire consisting of 15 questions on Google Forms. The questions were categorized into three groups: indicators of interactive blog use, benefits, and their influence on learning in the digital era. The data from the questionnaire revealed that 58% of students had a fairly effective understanding of blogs, 76% found blogs useful, and 89% found blogs effective and practical. The students showed enthusiasm for writing prompts because blog entries can include text, images, audio, video, and hyperlinks, enriching the content and providing supporting information. However, some disadvantages mentioned included difficulties in using blogs, the influence of online networking (internet usage), lack of peer comments, and the time-consuming nature of maintaining blogs. Another challenge in writing is the use of grammar, particularly tenses. The integration of blogs affects meaningful learning experiences by preparing students for effective written communication in a fast-paced world and improving their writing techniques. Nonetheless, interactive blogs proved to be more effective in enhancing students' writing skills.

A pragmatic analysis of linguistic manipulative statements displayed on Facebook political group page

2024-10-27T08:14:14+00:00

This study investigates the pragmatic dimensions of linguistic manipulative statements found in Facebook political group pages, with a particular focus on the Hoatiti group. Social media platforms like Facebook have become powerful tools for political discourse, where language can be intentionally used to manipulate users' perceptions, beliefs, and actions. It examines how specific linguistic features are employed to sway opinions and promote particular ideologies within the group. Through qualitative analysis of posts and discussions on the Hoatiti group page it uses a purposive sample of n=5 statements, to identify patterns of language manipulation, misinformation, and loaded questions. The study also explores the socio-pragmatic context of these manipulative statements, examining how the interaction between the writer, the reader, and the political environment shapes the effectiveness of such discourse. This is a case study analysing how language is used strategically to manipulate Facebook users. Findings revealed that manipulation in political language, while not always overt, can occur through the use of specific pragmatic techniques including speech acts, among others. Through the lens of pragmatics, this research uncovered how these techniques were employed on Facebook and how they contributed to creating a persuasive and often manipulative environment. Findings revealed that subtle, yet powerful role of language influenced political thought on Facebook and provides insight into the broader implications of digital political communication. It is therefore, recommended that insights from such studies could inform the development of counter-narratives through public awareness campaigns to protect individuals from being emotionally manipulated.

Digital supplementation in language education: Evaluating mobile application’s impact in large classroom settings

2024-10-22T03:30:08+00:00

Integrating digital tools into language education has transformed traditional teaching methods, offering greater flexibility, increased engagement, and personalized learning opportunities. This study explored how effective Duolingo can be as a supplementary tool in a large speaking class of 60 first-year undergraduate Informatics Engineering students at a university. With the challenges of managing a large group and varying levels of language proficiency, the study used a descriptive qualitative approach over half of the semester to assess Duolingo's impact on student engagement, motivation, and English proficiency. Data were gathered through Duolingo’s tracking system, weekly self-reflection reports, in-class observations, and informal interviews. The analysis revealed that Duolingo significantly boosts student motivation and provides valuable practice opportunities outside the classroom, especially in vocabulary and grammar. The quantitative data showed consistent student engagement, with many students regularly earning experience points (XP) and meeting their weekly learning targets. However, the study also highlighted some challenges, such as Duolingo’s limited focus on developing conversational skills and the difficulty of addressing the varied proficiency levels within such a large class. While students enjoyed the gamified aspects of Duolingo, they expressed a need for more interactive speaking exercises to help build fluency. Overall, the findings suggest that Duolingo is a useful supplement to traditional language instruction, enhancing engagement and offering personalized practice.

Improving English speaking skills through project-based learning (PjBL): A case study of computer assisted language learning (CALL)

2024-10-14T08:06:26+00:00

The mini research aims to assist students of 2^nd semester at Electronic Department of PNJ to improve their English-speaking skills. Since the Project-Based Learning has been put into the curriculum, every subject must be connected to it. The study was conducted through the following stages: observation, coaching and action. It involved 44 students of the 2^nd semester and a teacher as a facilitator. The students were asked to do final project based on Computer Assisted Language Learning (CALL). The results were mini videos which were upload in social media (YouTube). The impact of this activity was significant. Students’ score in speaking skills were improved 75%. It means that project based on CALL motivates students and “force” students to speak actively.