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All Journal PUJANGGA: Jurnal Bahasa dan Sastra IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Akrab Juara : Jurnal Ilmu-ilmu Sosial International Journal of English and Applied Linguistics (IJEAL) Wanastra: Jurnal Bahasa dan Sastra
Fiza Asri Fauziah Habibah
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Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Other

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A Cross-Linguistic Comparison of Hedging Density Across Sections in Academic Research Articles Yenni Arif Rahman; Fitri Yeni; Fitri Apriyanti; Fiza Asri Fauziah Habibah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8315

Abstract

In academic writing, hedging is a key rhetorical strategy that allows researchers to express caution and manage claims with appropriate nuance. This study investigates hedging practices in Applied Linguistics research articles written by Indonesian and Native English authors. Using a corpus of 20 articles (10 per group) totaling approximately 100,000 words, the analysis focuses on hedging density, distribution across Introduction, Methods, Results, and Discussion sections, and types of hedging devices used. Native English authors employ significantly more hedging devices (859 total) than Indonesian authors (365 total), especially modal and epistemic verbs. Both groups hedge most in the Introduction and Discussion sections, with statistically significant higher hedging densities among Native English writers in these parts, while the Methods section exhibits the least hedging for both. Indonesian authors favor approximators as hedging devices, indicating cultural preference for indirect lexical softening, contrasted with the more explicit grammatical hedging by Native English authors. These results highlight distinct cultural rhetorical preferences and suggest that academic writing pedagogy for Indonesian scholars should incorporate modal and epistemic verb strategies to better align with international norms.
Stimulating Critical Literacy through Extensive Reading: A Qualitative Study in an EFL Classroom at Universitas Bina Sarana Informatika Istihayyu Buansari; Maulani Pangestu; Fiza Asri Fauziah Habibah
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.12129

Abstract

In many EFL classrooms, reading instruction still focuses heavily on linguistic comprehension, often leaving little room for students to question texts or reflect on the social values found in them. As a result, students may understand what a text says but rarely explore what it means beyond the surface. This study aims to explore how Extensive Reading (ER), implemented as an additional reading activity, can support the development of students’ critical literacy. Using a descriptive qualitative design, the research was conducted in an English Prose Analysis class with 38 students at the Faculty of English Literature, Universitas Bina Sarana Informatika. Data were collected through questionnaires and follow-up in-depth interviews. Although all students completed the questionnaire, three volunteered to participate in the interviews, and their insights served as the primary data for deeper analysis. The data were analyzed using Miles and Huberman’s interactive model, involving data reduction, data display, and conclusion drawing. The findings show that when ER is combined with critical questioning, it encourages students to challenge assumptions, relate texts to broader social and global issues, and develop greater awareness of perspectives such as gender, environmental concerns, and human rights. These results suggest that ER can go beyond improving reading fluency and serve as a meaningful strategy for fostering critical literacy in EFL classrooms. This study adds to the existing discussion on extensive reading by showing how ER activities can also encourage the development of students’ critical literacy in an EFL classroom, a perspective that has not been widely explored in previous studies. The findings also suggest that incorporating critical questions into extensive reading activities can help lecturers guide students to read more reflectively and connect texts with broader social issues.
Co-Authors Ahmad Rabani Fadilah Fadilah Fadilah Fadilah Fitri Apriyanti Fitri Yeni Istihayyu Buansari Maulani Pangestu Nurhayati S. Paramita Kusumawardhani Yenni Arif Rahman