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p-Index From 2021 - 2026
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All Journal English Education and Applied Linguistics Journal (EEAL Journal)
Syifa’ Khuriyatuz Zahro
Department of English Education, Faculty of Teacher Training and Education, Universitas Islam Darul 'Ulum, Lamongan, East Java, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Correlation between Learning Strategy and Reading Strategy Used by Student at Vocational High School NU Simo Karanggeneng Litwyn Mega; Syifa’ Khuriyatuz Zahro; Daniar Sofeny
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/139mz625

Abstract

Reading constitutes a fundamental receptive skill crucial for vocational secondary language acquisition and technical comprehension. Gap in literature or discrepancies between theories and practices: While previous research has detailed individual literacy traits, a notable empirical gap persists regarding how structured behavioral sub-dimensions directly align within the specialized vocational domain rather than focusing merely on final academic scores. Purpose of study: This study aims to analyze the direct correlation between general language learning strategies and academic reading strategies among tenth-grade students at SMK NU Simo Karanggeneng during the 2025/2026 academic year. Method: Employing a quantitative correlational framework, data were gathered from 30 female tenth-grade students specializing in Banking and Accounting services at SMK NU Simo Karanggeneng using the Strategy Inventory for Language Learning (SILL) and the Survey of Reading Strategies (SORS). Main findings: Descriptive analysis indicated that cognitive strategies were the most prominent learning modalities utilized by participants (M = 44.20), whereas global reading strategies dominated text processing behavior (M = 48.06). Pearson Product-Moment correlation analysis revealed a robust, positive, and statistically significant relationship between general learning strategies and academic reading strategies (, ), with the independent variable explaining 56.5% of total reading strategy variance. Conclusion: Broad cognitive frameworks fundamentally operationalize micro-level reading mechanisms. Pedagogical implications recommend a curricular shift toward explicit, strategy-focused instruction tailored for specialized vocational literacy.
Communicative Functions of Mobile Legends Quick Chat: A Pragmatic Study among Laboratory High School Students at Southern Leyte State University Tomas Oppus Campus Avarel Ghilman Prabowo; Khoirul Huda; Syifa’ Khuriyatuz Zahro
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/4zvmqx46

Abstract

Online multiplayer gaming platforms such as Mobile Legends serve as authentic digital ecosystems where language thrives dynamically through built-in communication features. Gap in literature: While growing attention surrounds digital discourse, prior research largely concentrates on general translation strategies or grammatical structures, overlooking the core pragmatic functions of quick chat expressions among secondary-school learners. Purpose of study: Addressing this gap, this research investigates the communicative functions embedded within Mobile Legends quick chat commands among Grade 10 students at Southern Leyte State University Tomas Oppus Campus. Method: Adopting a descriptive qualitative design, data were collected via non-participant observation and screen recordings, subsequently analyzed through Hallidayan interpersonal metafunctions, Jakobson's language functions, and Searle's Speech Act Theory. Main findings: The analysis indicates that these quick chat expressions fulfill multiple communicative roles such as expressing appreciation, issuing warnings, conveying sarcasm, and negotiating resources with emotive, referential, and conative functions predominating through expressive, representative, and directive speech acts. Conclusion: Ultimately, these predefined digital utterances function as flexible pragmatic instruments whose meanings are dynamically negotiated and deeply shaped by situational contexts and speaker intentions.
Co-Authors Avarel Ghilman Prabowo Daniar Sofeny Khoirul Huda Litwyn Mega