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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran Indonesian Journal of EFL and Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics
Dwiana, Nadya Rezkhita
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Indonesian EFL Learners' Refusal: Refusal-Speech Act Specific Motivation on Refusal Realization Dwiana, Nadya Rezkhita; Syahri, Indawan
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 9(1), May 2024
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v9i1.763

Abstract

Knowing how to produce speech act especially refusal appropriately is necessary since it is known as ‘face-threatening’ act, otherwise it would lead to discomfort between interlocutors. This ability may be influenced by many factors, one of which is motivation. One of the pragmatic motivation types is Speech Act Specific Motivation (SASM), which was found to have explanatory power to predict production of a certain speech act. This study aimed to investigate the correlation between learners’ refusal-SASM and their refusal. The subject was the students of English Education Program of Universitas Muhammadiyah Palembang. Discourse Completion Task (DCT) and refusal-SASM questionnaire were used in collecting the data needed. The results showed that the correlation between the two variables was insignificant, the refusal-SASM contributed only 3% towards the learners’ refusal. The recent study also found that the leaners tended to use indirect strategy in refusing to almost all situations. The reason of this phenomenon is likely to be the influence of L1 culture. However, further studies are highly suggested in this matter.
“I’m afraid I can’t”: Initiating Acts on Refusal Strategy Realization Dwiana, Nadya Rezkhita; Basthomi, Yazid; Anugerahwati, Mirjam; Syahri, Indawan
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.716

Abstract

This study aimed to investigate how initiating acts affect refusal strategies realization. The subjects were 45 English Education Program students of Universitas Muhammadiyah Palembang. The study used Discourse Completion Task (DCT) which consisted of 12 situations covering four initiating acts; suggestion, request, offer, and invitations, and the classification of refusal strategy by Beebe et al was also used to categorize refusal strategies realized. The results showed that initiating acts were not insensitive towards the use of direct strategy. However, it has an impact on the realization of indirect strategies and adjuncts. It was also found that both initiating acts and the social status of interlocutors play an important role in producing refusal utterances. Hence, it is highly suggested to introduce initiating acts and social status factors to EFL learners so that they would be able to produce an appropriate refusal depending on the context.
From Constraint to Agency: The Phenomenology of EFL Writing Development in Process-Oriented Pedagogy Putri, Hikmah Zalifah; Herizal, Herizal; Marzulina, Lenny; Erlina, Dian; Holandyah, Muhammad; Dwiana, Nadya Rezkhita
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran | In Progress|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v12i2.31573

Abstract

Writing remains one of the most demanding skills for EFL learners, who often face difficulties in generating ideas, organizing content, and producing coherent and accurate texts. This study aimed to explore EFL students’ writing practices through a qualitative thematic analysis of their engagement in the writing process identify recurring patterns in students’ writing behaviors and perceptions.The participants were third-semester university students enrolled in an Intermediate Writing course. Data were collected through classroom observations, student reflections, questionnaires, and teacher journals, and analyzed thematically. Findings revealed three major themes: (1) the evolving awareness of writing as a recursive process, (2) the development of self-regulated strategies during revising and editing, and (3) the emergence of more positive attitudes toward writing. The thematic analysis suggests that implementing the writing process supports learners’ writing development not only in terms of textual quality but also in their metacognitive engagement and confidence as writers. The study highlights the pedagogical value of process-oriented instruction in fostering meaningful writing practices in EFL classrooms.
Co-Authors Erlina, Dian Herizal Herizal Holandyah, Muhammad Indawan Syahri Lenny Marzulina, Lenny Mirjam Anugerahwati Putri, Hikmah Zalifah Yazid Basthomi