Journal of Applied Studies in Language

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.

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.

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.

Neurobehavioural approach to enhance human literacy for character development in creative communication

Rita Hartati — 2024-12-09

In recent years, the intersection of neurobehavioral science and human literacy has garnered significant attention, particularly concerning its potential to enhance character development through creative communication. This study aims to investigate how neurobehavioral strategies can be employed to enhance literacy and character development. This research uses a qualitative and quantitative mix method with a neurobehavior approach. In producing products, this research also uses Research and Development (R&D). The research instrument uses a Google form. This research involved 100 students of English Literature Study Program at UNIMED who took the Creative and Innovative Communication course. Firs finding, students predominantly answered ‘agree’ that environmental, socio-economic, media and technology, academic, and leadership factors influence student character development. Second finding, students were able to answer correctly regarding neurobehavior literacy towards character development so that students' character significantly improved and was reflected in their creative communication. Environmental, socio-economic, media and technology, academic, and leadership factors have a big impact on character development. Therefore, based on the neurobehavior approach, we need to have a variety of literacy that supports positive character and experiences. This research will continue regarding how our brains have an impact on increasing creative communication and developing Emotional intelligence with other innovative approaches.

Generation Z students’ attitudes to printed books Inertia of the historical perception process, diversification of usefulness in the DPR Korea

Mun Kwang-Myonga — 2024-12-09

Thanks to the eye-opening innovation of the digital technology a lot of disadvantages of the e-books will be overcome in the near future, and then what role the printed books will play is a great concern for those who work in the fileds of publication, library etc. This paper has focused on the printed books and analyzed the Generation Z students’ attitudes towards them. 174 students with different majors have been interviewed using the questionnaires made by experts and the collected data has been analyzed. For the purpose of sufficient feedback from the students the second question was made open. Students still primarily perceive “books” as printed ones and have a positive attitude to the usefulness of them in the future, though they are “digital natives”. First of all, the traditional definition and image of books, social customs regarding their usefulness play a crucial role in making people have a positive attitude towards printed books even in the era of digital technology. Also the usefulness of printed books has been diversified as they are now used in a variety of forms, such as evidence or luxury things. The future study should focus on those with different social backgrounds, thus clarifying the relationship between the cultural attitudes and the printed books in detail.

Reflective practice in the teaching practicum program: Pre-service English teachers’ reflections

Mila Ida Nurhidayah — 2024-06-27

Reflective practice has gained significant importance in various professional educational settings. There has been a surge in research conducted on reflective practice across different fields, including English teaching, which indicates an increasing interest in this area. This study explores how pre-service English teachers reflect on their teaching journey, spanning from their initial teaching experiences to their future aspirations. Furthermore, these participants have undergone a teaching practicum program at public high schools in Bandung, Indonesia. In addition, the study uses a qualitative approach through a narrative inquiry design, with three pre-service English teachers participating in interviews to share their experiences. Before the interviews, the participants were required to complete a narrative framework. In addition, the collected data are analyzed through thematic analysis. The findings demonstrate how reflection in teaching practice can positively impact the teaching performance of pre-service English teachers by enhancing their instructional strategies, addressing areas for improvement, and promoting continuous professional development. In conclusion, this study highlights the significance of reflective practice in the field of English teaching and offers insights into its benefits for pre-service teachers. It emphasizes the importance of ongoing reflection to improve teaching effectiveness and enhance the overall quality of education.

Phonological process in Japanese loanwords Gairaigo and Wasei Eigo

Putu Sandra Putri Astariani — 2024-12-09

This study delves into phonological processes and changes in two distinct categories of loanwords in Japanese: gairaigo (foreign loanwords) and wasei eigo (Japanese-coined English words). Gairaigo are borrowings from foreign languages, predominantly English, while wasei eigo refers to words created within the Japanese language using English morphemes. The phonological adaptation of these loanwords undergoes various processes, e.g., assimilation, syllable structure, attenuation and strengthening, and neutralization. These processes are reflecting the dynamic nature of language contact and cultural exchange. In the case of gairaigo, phonological processes often involve the adaptation of sounds to conform to Japanese phonotactics and speech patterns. This may include the simplification or substitution of consonant clusters, vowel lengthening or shortening, and the incorporation of pitch accent patterns native to Japanese. Wasei eigo, on the other hand, undergoes phonological changes rooted in the native Japanese phonological system. Despite being constructed with English morphemes, wasei eigo words often exhibit phonetic features characteristic of Japanese. Moreover, these words may evolve over time through processes of sound change and assimilation, reflecting shifts in linguistic preferences and cultural influences. Overall, the phonological adaptation of gairaigo and wasei eigo showcases the linguistic borrowing, cultural assimilation, and the phonological systems of both source and target languages. Understanding these processes provides insights into the dynamic nature of language contact and the evolution of linguistic diversity in Japanese society.