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All Journal Austronesian: Journal of Language Science & Literature
Hafni Hafsah
Institut Az Zuhra, Kota Pekanbaru, Riau 28292, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring NNests Instructional Competency in Teaching Writing Skills for Middle School Students Suryanti Suryanti; Hafni Hafsah; Ahmad Munawir; Petrus Jacob Pattiasina; Damon Wicaksi; Muta’allim Muta’allim
Austronesian: Journal of Language Science & Literature Vol. 5 No. 2 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Writing instruction remains a major challenge in English as a Foreign Language (EFL) contexts because students tend to prioritize speaking over writing, while limited research has examined the instructional competency of Non-Native English-Speaking Teachers (NNESTs) in teaching writing. This study aims to identify the instructional competence of NNESTs in an English language institution, LPBA Nurul Jadid. This study was a qualitative study with a learning style inventory approach. The focus of this study was on the components of NNESTS competencies in institutional units and NNESTS experiences which was obtained through questionnaires, structured interviews, classroom observations, institutional curriculum documents, and supporting language proficiency certificates. The experiences of NNESTS are based on Kolb's learning cycle, as NNESTS were active learners who have learned English language skills and taught Writing skills. The results of this study proved that NNESTS still encountered problems in technical, managerial and conceptual competencies. Some of them were still unable to mediate the conflicting concepts found during the class and find new models, methods, and current issues around writing that they could develop for the following year. The findings also indicate that instructional competency develops through continuous experiential learning, reflection, and professional practice. Therefore, English language institutions should strengthen curriculum design and provide continuous professional development to improve NNESTs' instructional competency in writing instruction.
Constructing Meaning through Deictic Expressions in EFL Student’s Poetry: A Pragmatic Analysis Egi Raputri; Eggi Pratama; Aulia Andhini; Rahma Widi; Annisa Tasyakurna; Hafni Hafsah; Ade Dwi Cahyanti
Austronesian: Journal of Language Science & Literature Vol. 5 No. 2 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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This research investigated the use of deictic expressions in students’ poems. It also explored the interpretation of deictic expressions and identified the most dominant types used in the poems. Deixis plays an important role in language use because the interpretation of deictic expressions depends on contextual information. This research occupied a descriptive qualitative approach. The data were obtained from twelve poems written by students and analyzed using Levinson’s (1983) theory of deixis, which classifies deixis into five categories: person deixis, place deixis, time deixis, discourse deixis, and social deixis. The data analysis involved identifying deictic expressions, classifying them into their respective categories, interpreting their contextual meanings, and calculating the frequency of occurrence of each type. The findings revealed that all five types of deixis were identified in the students’ poems, with a total of 214 deictic expressions found in the data. Person deixis was identified as the most dominant type with 145 occurrences (67.76%), followed by place deixis with 27 occurrences (12.62%), while time deixis and discourse deixis each occurred 20 times (9.35%). Social deixis was identified as the least frequent type with only 2 occurrences (0.93%). The findings indicate that students tended to use poetry as a medium for expressing personal emotions, experiences, and perspectives. Furthermore, this study highlights that deictic expressions play a significant role in constructing contextual meaning and assisting readers in interpreting poetic texts effectively. This research contributes to pragmatic studies in EFL contexts by demonstrating how learners employ deictic resources to develop meaning, establish relationships between textual elements, and enhance their pragmatic competence in creative writing.
Co-Authors Ade Dwi Cahyanti Ahmad Munawir Annisa Tasyakurna Aulia Andhini Damon Wicaksi Eggi Pratama Egi Raputri Muta’allim Muta’allim Petrus Jacob Pattiasina Rahma Widi Suryanti Suryanti