Journal of Applied Studies in Language

The Effect of Gemini AI-enhanced E-portfolios on Students’ Speaking Performance: A Quantitative Analysis in ESP Context

Mon, 29 Jun 2026 00:00:00 +0000

This study investigates the quantitative impact of Gemini AI-enhanced e-portfolio assessment on English speaking performance among ESP students in a vocational education context. Despite the growing integration of artificial intelligence in language education, empirical evidence examining the effectiveness of multimodal AI systems on speaking skill development remains limited, particularly within ESP contexts where students require targeted professional language competencies. Using a one-group pretest-posttest design, 30 second-semester International Business Management students at Politeknik Negeri Bali participated in a 14-week intervention utilizing Gemini AI-integrated e-portfolio assessment. Speaking performance was measured through comprehensive assessments based on the Complexity, Accuracy, and Fluency (CAF) framework, incorporating formal business presentations and structured role-play negotiation scenarios representative of authentic professional discourse demands. Results from paired samples t-test analysis revealed statistically significant improvements following the intervention (t (29) = 15.847, p < 0.001, Cohen's d = 2.89), with mean speaking scores increasing substantially from 62.45 (SD = 8.23) to 78.67 (SD = 6.45). Component-level analysis demonstrated differential yet consistently strong effects across all CAF dimensions: fluency (d = 2.52), complexity (d = 2.27), and accuracy (d = 1.87). The very large effect sizes indicate substantial practical significance, exceeding effect sizes reported in previous technology-enhanced speaking interventions by factors of four to eight. These findings contribute critical empirical evidence supporting AI integration in vocational language education and suggest that Gemini AI-enhanced e-portfolio assessment represents a paradigm shift in ESP pedagogy, with important implications for curriculum redesign and institutional technology adoption decisions in professional preparation programs.

Form, Function, and Meaning in the Use of Euphemism in the Title of Kompas Daily Newspaper

Mon, 29 Jun 2026 00:00:00 +0000

This study aims to analyze the forms, functions, and meanings of euphemisms used in the news headlines of Kompas online news headlines published between September and October 2024. This topic is important because euphemism is a linguistic strategy employed by the media to convey sensitive information in a more polite, subtle, and socially acceptable manner. The study applied a qualitative approach with a descriptive-semantic method. The data consisted of 15 news headlines containing euphemistic expressions, collected through document analysis, supported by note-taking techniques. The data were analyzed by classifying them based on linguistic forms, communicative functions, and semantic meanings. The findings reveal that the dominant forms of euphemism are loanwords and borrowed terms, followed by metaphors and periphrasis. Functionally, euphemisms are used to soften expressions, maintain politeness, conceal sensitive meanings, and support diplomatic strategies in news reporting. In terms of meaning, two types of meaning were identified: conceptual meaning and associative meaning. Conceptual meaning tends to occur in loanwords, while associative meaning is more frequently found in metaphorical expressions. These findings indicate that euphemism in Kompas headlines functions not only as a linguistic feature but also as a discursive strategy to frame social reality and influence readers’ perceptions. Therefore, lexical choices in mass media play a significant role in shaping public opinion in a subtle yet effective way.

Enhancing Japanese Communication Skills through an Industry-Based Roleplay Module Using Communicative Language Teaching Approach

Lukia Zuraida, Indah Kusumarini, Nozomi Ota, IGA Niken Launingtia — Mon, 29 Jun 2026 00:00:00 +0000

This study investigates the effectiveness of an industry-based role-play module developed using the Communicative Language Teaching (CLT) approach for enhancing Japanese communication skills among tourism vocational students. The research employed a Research and Development (R&D) design integrated with classroom action research. Involving 20 students of the Tour and Travel Business Program at Politeknik Pariwisata Bali who had completed two semesters of basic Japanese Language. Data were collected through speaking performance assessments, observation checklists, peer evaluations, and reflective journals. Quantitative data were analyzed using descriptive statistics to measure improvement across two learning cycles, while qualitative data were examined through thematic analysis. The results indicate a substantial improvement in students’ communicative competence, particularly in fluency, pragmatic accuracy (keigo usage), and professional etiquette, with overall performance increasing from 65% in Cycle I to 88% in Cycle II. The findings suggest that integrating authentic tourism industry contexts into roleplay-based learning within the CLT framework effectively strengthens students’ professional Japanese communication competence.

Degradation of Balinese Kitchen Utensil Lexicon: An Ecolinguistics Perspective

A.A. Pt. Suari, Ni Ketut Sri Rahayuni — Tue, 30 Jun 2026 00:00:00 +0000

This study examined the degradation of the Balinese kitchen utensil lexicon
by analyzing its use across spatial and temporal dimensions in urban Denpasar. Data
were collected through documentation and a structured questionnaire administered to
respondents selected using a multi-stage clustered sampling technique, with Denpasar
identified as the primary research cluster. Participants were grouped by age into
adolescents (12–25 years), adults (26–45 years), and elderly individuals (46–65 years).
The analysis adopted an ecolinguistics framework that interpreted linguistic change
through three key parameters: environment, diversity, and interaction, interrelation, and
interdependence. A mixed qualitative–quantitative approach was employed to examine
patterns of lexical recognition and use across generations. The findings revealed that
the lexicon of Balinese kitchen utensils was largely retained among elderly respondents,
who demonstrated high levels of familiarity and practical experience. In contrast,
adolescents exhibited significant lexical degradation, as most were unfamiliar with the
terms and had not actively used them in everyday practice. This generational disparity
indicated an ongoing domain-specific language shift, driven by changes in domestic
practices and material environments in urban Balinese households.

Unspoken Tension: Grammar in Discourse as a Key to Reading Hemingway’s “The Killers”

Chatarini Septi Ngudi Lestari, Suprihatien, Urip Zaenal Fanani — Mon, 29 Jun 2026 00:00:00 +0000

This study examines Ernest Hemingway’s short story “The Killers” through the lens of Grammar in Discourse, focusing on how grammatical structures function at both the sentence and discourse level as resources for meaning-making in interaction and narrative. The aims are to examine how Hemingway’s grammar operates at the discourse level to shape interactional dynamics and narrative tension, to fill a scholarly gap by providing a systematic analysis of his grammar within this framework, and to highlight the pedagogical potential of using Hemingway’s text in teaching grammar. This study employs a qualitative descriptive method, analysing excerpts with attention to tense, modality, deixis, ellipsis, repetition, and voice. The analysis shows that Hemingway’s minimalist grammar serves as a stylistic device to heighten tension, realism, and ambiguity. The consistent use of past simple and ellipses in dialogue builds a sense of immediacy and sounds natural. Modal expressions and imperatives emphasize the unequal power dynamic between the gangsters and the victims. Deictic expressions and vague references add to the uncertainty, supporting Hemingway’s iceberg theory of leaving meaning beneath the surface. Pedagogically, the study highlights the potential of integrating literary texts into the teaching of Grammar in Discourse, encouraging learners to see grammar as a resource for constructing meaning, negotiating power, and interpreting stylistic effects.

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

Dina Ramadhanti, Diyan Permata Yanda — Mon, 22 Dec 2025 00:00:00 +0000

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

Risnawati Sofia, Dadang S. Anshori, Halimah, Nurulrabihah Mat Noh — Mon, 22 Dec 2025 00:00:00 +0000

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

Mon, 22 Dec 2025 00:00:00 +0000

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

Lalu Ari Irawan, Ramli Ahmad — Mon, 22 Dec 2025 00:00:00 +0000

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

Bonik Kurniati Amalo, Laurensius Lehar — Mon, 22 Dec 2025 00:00:00 +0000

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

Anda Prasetyo Ery, Rr. Adi Hendraningrum, Hendri Zalman, Rahmawati — Fri, 27 Jun 2025 00:00:00 +0000

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, Ahmad Fuadin, Indra Permana — Fri, 27 Jun 2025 00:00:00 +0000