Journal of Applied Studies in Language

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

Anda Prasetyo Ery — 2025-06-27

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

Diena San Fauziya — 2025-06-27

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

Wachiraya Bangkhadara — 2024-12-09

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

Maya Munaiseche — 2024-12-09

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

Papiso Irene Brown — 2024-12-09

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

Mario Christian Noer Tjahyanto — 2024-12-09

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)

Yogi Widyawati — 2024-12-09

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.

The back translation from connotative into denotative words and phrases: English-Indonesian translation

Gunawan Tambunsaribu — 2025-06-27

This study investigates the use of connotative words and phrases in the novel Raumanen and aims to translate them into their denotative equivalents. It further examines whether the translated (target) text retains the original meaning of the source text. Data were collected from the novel Raumanen, and the research employed a descriptive qualitative method. The steps included: (a) identifying connotative words and phrases in the source language, (b) re-translating them using denotative expressions, and (c) comparing the meanings between the original translator’s version and the researchers’ re-translation. The findings indicate that translating connotative expressions into denotative language often results in unnatural phrasing and ambiguous meaning in the target text.

Implementing the teaching factory model in English language instruction: Students' perceptions and learning strategies

Desi Tri Cahyaningati — 2024-12-09

Many vocational schools have been bringing their educational practice closer to industry along with the concept of Teaching Factory (TEFA) to adjust the students’ skills as close as the industry demands. The implementation of TEFA based curriculum in one of vocational higher education in Surabaya for all subjects including English subject has been performed since 2019. In English classes, the Teaching Factory-Based Strategy covers two methods: product-based learning and flipped classroom. This research aims to explore the implementation of TEFA-based strategy and the two methods by revealing students' perceptions and responses on the strategy. This research is descriptive qualitative research in which data were obtained through questionnaires and interviews. The students observed were from 4 different study programs in this PPNS. The results of this study show positive perceptions of students toward TEFA – based strategy implemented in the classroom even though there are some obstacles faced by both students and lecturers. Hopefully this research can contribute practically to English teachers who are adopting TEFA in English language teaching.

A socio-pragmatic analysis of lexical borrowing in a multilingual setting

James Matseshe Sasala — 2024-12-09

The study investigated the influence of a speaker’s linguistic environment on lexical borrowing in Lukabaras. The main objective was to determine the socio-pragmatic function of the home and business domains on the borrowing of lexical items in Lukabaras from the Nandi language in Chepsaita Scheme. The research adopted the descriptive design. Data was collected from a sample of 36 respondents picked through purposive sampling technique. The analysis focused on borrowed forms of nouns and verbs. The findings showed that whereas the speaker’s linguistic environment pragmatically contributed to lexical borrowing, there was more borrowing in the home domain than the business domain. The study concluded that the socio-pragmatic function of the lexical borrowing was a communicative strategy to foster cross-cultural interactions in the multilingual setting.

Linguistic manipulation realised on Hoatiti Facebook political statements and comments: A gricean relevance maxim violation

Papiso Irene Brown — 2025-06-27

Adherence to Grice’s maxims assumes that speakers and writers engaged in a conversation are understandable to both their listeners/readers such that words used do not have ambiguous or overlayed meanings that can be misinterpreted to deviate from the actual intended meanings. This study outlines how interlocutors communicate in digital spaces in cases where either the writer/reader does not fully cooperate in a conversation thus violating the Relevance Maxim in political discussions. The proposed study objective is to assess the degree of relevance in political posts and responses, examining whether followers maintain focus on the topic under discussion, or if they deviate into tangential or irrelevant issues on the Hoatiti Facebook page. Therefore, the study is premised on a qualitative method approach limited to a case study. It comprises of Hoatiti Facebook group page randomly extracted statements n=3 and comments n=5 (3x5) to allow for interaction analysis between the writers and the readers using purposive-convenience sampling. Data is analyzed thematically and inductively. The theoretical undertaking to guide this study is premised on Sperber & Wilson’s theory expounded on the 1985 Relevance theory and built on the Gricean model of pragmatic inference and conversation. The findings of the study revealed various fallacies including ad-hominem, tangential, red-herring, or personal attacks fallacies that violated the relevance maxim. It therefore recommends that for interlocutors to stay informed about a topic they must critically evaluate the statements before responding to contribute and give meaningful insights to the conversations through literacy campaigns to inform them of the importance of relevance in online political conversations.

Immersive language instruction: Teaching English through English to non-native speakers

Ratri Paramita — 2024-12-09

This study investigates the effectiveness of using English as the sole medium of instruction in teaching English to non-native speakers. The main goal is to evaluate how this method improves language proficiency, particularly in terms of fluency, comprehension, and confidence. The study adopts a qualitative approach, utilizing observations and interviews with both teachers and students from secondary schools that implement English-only instruction. Data were collected over a six-month period, followed by thematic analysis to uncover the key advantages and challenges of this teaching approach. Findings reveal that students exposed to exclusive English instruction demonstrate better fluency and listening comprehension compared to their peers in bilingual learning environments. Moreover, increased interaction between teachers and students in English was observed, creating a more immersive and engaging learning experience. Despite these benefits, the study also identified challenges, such as initial student discomfort and difficulties in grasping complex instructions. In conclusion, while teaching English exclusively in English is an effective strategy for enhancing language acquisition, it requires thoughtful support to accommodate varying levels of student proficiency. Future studies could explore the lasting effects of this method on students' academic performance.