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All Journal ELS Journal on Interdisciplinary Studies in Humanities Jurnal Pemberdayaan Masyarakat
Manuhutu, Natalia
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Developing Introverted and Extroverted Students’ Descriptive Writing through Kalesang Values and FRESH Technique Manuhutu, Natalia; Hartono, Rudi; Faridi, Abdurrachman; Sakhiyya, Zulfa
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.435

Abstract

This study examines the role of Maluku local wisdom, specifically "Kalesang" values, in enhancing students' descriptive writing competence through the FRESH technique among introverted and extroverted learners. This research aims to develop a culturally responsive and personality-sensitive pedagogy that integrates linguistic skills, cultural identity, and individual learning styles. Hence, this qualitative case study enlisted eight ninth-grade students from a junior high school in Masohi, Maluku, Indonesia. The data were collected through students’ writing products, in-depth interviews, and classroom observations. Afterward, the data were analyzed using a thematic analysis through the theoretical lens of sociocultural theory, differentiated instruction, and multiple intelligences theory. The results indicate that combining structured writing strategies with local values enhances coherence and elaboration in student texts, while also deepening cultural awareness and learner motivation. This study contributes to language education research by offering a replicable model for integrating indigenous knowledge with evidence-based pedagogy, promoting inclusive and meaningful learning in diverse EFL classrooms.
The Influence of Oral and Written Corrective Feedback on Writing Apprehension among Introvert and Extrovert EFL Students Manuhutu, Natalia; Fachrul Islam, Ruckmana; Winarsih, Sri; Sartika, Dewi; Muhria, Lanlan
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.47918

Abstract

This study investigates the influence of oral and written feedback on writing apprehension among introvert and extrovert EFL students using a 2 x 2 factorial design. A total of 108 university students, 47 introverts and 61 extroverts identified using the Eysenck Personality Inventory, participated in the study. Writing apprehension was measured using a validated questionnaire after students received both oral and written feedback during writing instruction. Paired samples t-tests revealed that introvert students experienced significantly higher writing apprehension when receiving oral feedback (t = 6.82, p < .001), while extrovert students reported significantly higher apprehension with written feedback (t = 4.23, p < .001). Two-way ANOVA results revealed significant main effects of personality type (F = 10.321, p = .002) and feedback mode (F = 5.921, p = .027). Importantly, a significant interaction effect was also found between personality type and feedback mode (F = 10.567, p = .002), indicating that students’ responses to feedback varied depending on their personality. Specifically, introvert students reported greater writing apprehension with oral feedback, whereas extrovert students experienced more apprehension with written feedback. These findings underscore the importance of adapting feedback strategies to individual learner characteristics. Tailoring feedback to align with students’ personality traits can help reduce writing apprehension and enhance instructional effectiveness in EFL writing classrooms.
Improving Students’ Narrative Writing Quality through Structured Visual Mapping: A Quasi-Experimental Study Fachrul Islam, Rukmana; Armisari, Armisari; Manuhutu, Natalia
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.48253

Abstract

This study examines the effectiveness of Structured Visual Mapping as a prewriting strategy to enhance the narrative writing quality of senior high school EFL learners in Indonesia. Many students face challenges in developing ideas, organizing narrative elements, and applying appropriate vocabulary and grammar when composing narrative texts. Using a quasi-experimental design, 60 eleventh-grade students from SMA Negeri 1 Marioriwawo were divided into an experimental group taught using Structured Visual Mapping and a control group taught through conventional instruction. Pretests and posttests were administered, and students’ writing performance was assessed using the ESL Composition Profile. The results show that the experimental group achieved significantly higher improvement across all five writing components, with a mean gain of 9.3 compared to 1.9 in the control group. The posttest t-test value (t = 2.024 > 2.000) confirmed that the intervention had a significant effect on students’ writing performance. These findings indicate that Structured Visual Mapping effectively supports students in generating ideas, sequencing narrative structure, and improving lexical and grammatical accuracy. This study recommends integrating Structured Visual Mapping into narrative writing instruction and suggests further exploration of its application in other writing genres or digital learning contexts.
Co-Authors Armisari, Armisari DEWI SARTIKA Fachrul Islam, Ruckmana Faridi, Abdurrachman Hartono, Rudi Islam, Rukmana Fachrul Lanlan Muhria Sri Winarsih zulfa Sakhiyya