Metathesis: Journal of English Language, Literature, and Teaching
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A Cultural Intelligence Study of British Manners in Sunday Roast and Silent Guidelines
Full text linkWith an eye towards Aisha, an exchange student negotiating British table etiquette at a traditional Sunday roast, this research investigates the evolution of cultural intelligence via a narrative text called “Sunday Roast and Silent Guidelines”. With the four-dimensional Cultural Intelligence (CQ) framework namely cognitive, metacognitive, motivating, and behavioral which the study follows Aisha\u27s acquisition of fresh cultural knowledge, considers past presumptions, modifies her behavior, and maintains curiosity in the face of uncertainty. Based on the results, especially in educational environments, personal stories seem to be low-risk yet powerful instruments for improving intercultural competency. Emotionally interesting events enable students to find underlying cultural values and react correctly to foreign social signals. This paper supports the use of narrative-based techniques in English and multicultural classes. These tales not only raise understanding of different cultures but also help pupils to be more flexible and sympathetic-qualities that are vital in a society going global. Moreover, narrative books let students absorb multicultural lessons by means of relevant characters and scenarios. Seeing Aisha\u27s quiet learning approach helps teachers to better grasp how their students view cross-cultural encounters. In the end, this method promotes critical thinking and gets students ready for significant participation in many cultural settings
Investigating Vague Language Expressions in EFL Students’ Debates in Higher Education
Full text linkDebate serves as a vital method in English as a Foreign Language (EFL) learning, offering students a platform to enhance their speaking skills. However, EFL students often encounter challenges in debates, including the use of vague language. This study investigates the occurrence and patterns of vague language (VL) in EFL students’ debates, aiming to fill a gap in the literature regarding its impact in educational settings. Employing discourse analysis, data were collected from debate transcripts of 24 fourth- semester students at a public university in Central Java, Indonesia. The findings revealed 261 instances of vague language out of 9,317 words spoken, with vague possibility indicators being the most frequent (52.11%). While vague intensifiers and subjectivizer were present, they did not match the frequency of vague possibility indicators. The analysis illustrates the strategic importance of vague language in debates, despite its potential stemming from limited language proficiency. VL served various communication purposes: generalizing statements, navigating limited knowledge and proficiency, maintaining face wants and politeness, giving the right amount of information, saving time by simplifying communication, defending arguments confidently, being a rhetorical device, adding emotion, and helping to express complex ideas. Moreover, the study highlights the need to enhance both linguistic skills and strategic tactics among students to navigate complex debate scenarios effectively. The implications underscore the importance of addressing linguistic proficiency in EFL education, integrating explicit instruction on identifying and avoiding vague language, and fostering a culture of linguistic awareness in the classroom to promote effective communication skills among students
Exploring Learning Strategies for Kampus Mengajar Students to Catch up with the Conversion Material
Full text linkThe Kampus Mengajar program plays an important role in education, offering opportunities to develop students outside the regular classroom. However, converting program activities into semester credits has a considerable impact on participants who have to learn independently. The primary goal of this study was to explore what learning strategies are used by Kampus Mengajar 6 & 7 students and the benefits of the learning strategies used by Kampus Mengajar 6 & 7 students. In this study, the researchers used qualitative research. The researchers use interviews as the main instrument to obtain data related to the problems being discussed in this study. The collected data will be analyzed using the descriptive analysis method. Students of Kampus Mengajar 6 and 7 at the English Education Department use learning strategies, such as Social, Cognitive, Affective, and Memory strategies, to catch up with the learning material. In general, Kampus Mengajar students thought their learning strategies worked effectively for understanding the conversion course material. The study examined Kampus Mengajar 6 & 7 English Education students\u27 learning strategies for conversion courses. They primarily used social strategies, such as peer interaction and group discussions, and cognitive strategies, involving critical thinking and problem-solving. Affective and memory strategies were also employed for motivation and retention. Meta-cognitive and compensatory strategies were not used due to insufficient awareness and proficiency
Effects of the English for Specific Purposes (ESP) on Health Promotion Competence
Full text linkThis study employed a quasi-experimental design with a pre-test and a post-test control group. A total of fifty public health students (n = 25 in the experimental group and n = 25 in the control group) participated in the study. The experimental group (n = 25) received ESP-based training, while the control group (n = 25) received training in General English. The measures of data collection included an English proficiency test, a job readiness test, and a health promotion knowledge test. At a significance level of p = 0.05, statistical analyses using paired samples t-tests and independent t-tests were conducted. The results showed a significant improvement in scores of the experimental group in English proficiency (M = 61.8 to 81.2; p < 0.001), work preparedness (M = 55.9 to 79.4; p < 0.001), and health promotion knowledge (M = 59.3 to 82.7; p < 0.001). No significant improvement was detected in the control group (p > 0.05). The findings indicate that the ESP approach was superior to the traditional General English approach in ensuring the improvement in the linguistic proficiency and vocational readiness of students. The ESP method significantly improved the level of English proficiency, employment readiness, and health promotion knowledge among the students in the field of public health. Incorporating ESP into public health courses can enhance graduates\u27 employability and professional proficiency, equipping them to address challenges in global health communication and promotion
Digital Portfolios in English Language Teaching: A Systematic Review of Trends, Benefits, and Future Directions
Full text linkThe current study examines the trends and main results of the research on the e-portfolios use in English language teaching within the last ten years. For this aim, the researchers reviewed various databases, including Google Scholar, Eric, Taylor & Francis, and Scopus, and investigated 17 journal articles that meet the criteria. The research used a systematic review as the research methodology, with content analysis to analyze the data. The findings showed that e-portfolios have been widely employed to teach English for more than ten years, with the number of research in the area rapidly increasing in the last two years (2022-2023). Furthermore, the most used research methods were experimental studies, with some claims that they can successfully improve the learners’ English skills. Besides, writing and vocabulary were the common language skills to learn. A further analysis revealed opportunities for the use of e-portfolios in English classrooms. Additionally, in the reviewed studies on the effectiveness of e-portfolios in English language teaching, the findings suggested the advantages of e-portfolios. Based on the reviews, some recommendations and suggestions were made for teaching practitioners and future research
Enhancing Vocabulary Acquisition in EFL Students through Captioned Audiovisual Debate Sessions
Full text linkTeaching and learning the English vocabulary pose considerable challenges for both EFL instructors and learners. However, vocabulary is a crucial component that must be mastered in the process of language acquisition. Thus, this study aims to investigate the substantial effect of captioned audiovisual debates in English on vocabulary acquisition among EFL learners. In this study, the researchers employed a quantitative method, specifically a one-group pretest-posttest research design, along with five perception-based questionnaires. The study was conducted at the English Department of Universitas Negeri Malang, East Java, with 39 undergraduate students in semesters 3 and 5 as the subjects of the study. The findings revealed that captioned audiovisual debate session material has a significant positive effect on the vocabulary acquisition of learners of English as a foreign language in the Universitas Negeri Malang, Indonesia. The t-test results indicate a remarkable difference in students\u27 vocabulary knowledge performance between the pretest and posttest, in terms of both receptive and productive vocabulary skills, after watching the captioned debate video session. Meanwhile, the value of the t-test for receptive vocabulary knowledge was -5.082, and for productive vocabulary was -8.620, which was less than the alpha value of 0.05, presenting significance. It can be concluded that using captioned audiovisual debate can potentially enhance the vocabulary knowledge of EFL students
Students’ Needs and Motivation in ESP: Insights from Islamic-Oriented Learning Contexts
Full text linkThis study investigates the English for Specific Purposes (ESP) needs and motivation of Madrasah Aliyah students in Temanggung Regency in learning Islamic-themed English. Using a quantitative descriptive survey design, data were collected from 104 students through a 38-item Likert-scale questionnaire based on Hutchinson and Waters’ needs analysis model. The instrument demonstrated strong internal consistency (Cronbach’s Alpha = 0.89). Data were analyzed using scoring, mean calculations, categorical interpretation, and descriptive statistics. Findings show that students place high importance on Islamic English materials (M = 3.36), yet experience moderate difficulties in understanding Islamic texts and identifying main ideas (M = 2.92–2.96). Students expressed clear preferences for positive, youth-relevant Islamic content (M = 3.02–3.07) and demonstrated hybrid learning needs involving both digital media and printed textbooks (M = 3.09–3.15). Motivation increased significantly when English materials aligned with Islamic values embedded in students’ daily lives (M = 3.19–3.25). The study highlights the necessity of developing contextual Islamic-based ESP materials that support linguistic, affective, and identity-related dimensions, offering important implications for curriculum development in Islamic secondary education
Syntactic Relational Functions Demonstrated by Prepositional Phrases in Roro Jonggrang, Sangkuriang, and Ki Semar and Slamet Mountain
Full text linkPrepositional Phrases (PPs) play a crucial role in providing detailed information about the syntactic relational functions they express in written text. This study, being qualitative in nature and employing a syntactic approach, aims at finding out the types of relational function PPs demonstrate in Roro Jonggrang, Sangkuriang, and Ki Semar and Slamet Mountain. From the analysis of the twenty data, the results yield four types of relational function (time, place, association, and direction) occurring in the three folktales. These highlight the fact that each of the relational functions detailly a clear description of the main character’s characteristics and sequential life events, and how a famous place is created. PPs prove that the three folktales are structured with distinct emphasis, where each plot and its characters, objects, and events are vividly designed and crafted
The Confusion of Tongues as Analyzed in Frank O’ Connor’s My Oedipus Complex
Full text linkConfusion of Tongues stated by Sándor Ferenczi to show problematic relations between adults and children. He asserts traumatism, done by adults and experienced by children, may shape different perceptions in process. Emphasized by psychoanalysis, desire of love is so dominating that could result to violence. My Oedipus Complex is Frank O’ Connor’s short story that features perfect relationship of a child named Larry and his mother that is disturbed by return of his father from war. The mother tells his father as a puzzle then he becomes enemy for Larry for taking mother’s side. The child’s purity shifted into hate; from being accompanied to lonely and from being close to having distance. So, how is confusion of tongues analyzed in Frank O’ Connor’s My Oedipus Complex? Through qualitative method on Ferenczi’s perspective, this paper indicates psychoanalytic understandings in how language of mother disconcerted by child. The passion of love may break the heart of a child who loses that. Language of desire is reflection of not only giving but also obsessing and possessing. In conclusion, underlining confusion of tongues explains how passion could affect child differently. Any determination of love could always be misinterpreted especially through losing it
Case-Based Method for Enhancing Critical Thinking in English Debate Courses
Full text linkThis study investigates the challenges faced by students in expressing critical thinking and evaluates the implementation of the Case-Based Method in an English Debate and Critical Thinking (EDCT) course. Using a qualitative research design, data were collected from 35 undergraduate students through classroom observations, weekly reflections, and instructor interviews. The study identifies three primary challenges: a lack of understanding of debate fundamentals, insufficient critical thinking practice due to large class sizes, and limited knowledge of current issues, all of which hindered students’ ability to construct and articulate arguments effectively. To address these challenges, the study introduces the IDR (Introducing, Debating, Reviewing) framework. In the "Introducing" phase, students are given a preview of topics and motions, enhancing preparation and engagement. The "Debating" phase employs the British Parliamentary format with randomized roles, encouraging critical analysis from multiple perspectives and fostering adaptability. The "Reviewing" phase emphasizes peer feedback and collaborative learning, allowing students to refine their argumentation skills and deepen their understanding of the issues. The findings demonstrate the effectiveness of the Case-Based Method in improving students’ critical thinking and debate performance. It promotes active learning, enhances engagement, and develops essential analytical and communication skills. The study highlights the importance of integrating real-world issues and interactive practices into large classroom settings to overcome existing challenges. This research provides practical implications for educators seeking to implement effective pedagogical strategies in debate and critical thinking courses