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All Journal REiD (Research and Evaluation in Education) ELS Journal on Interdisciplinary Studies in Humanities JET (Journal of English Teaching) Jurnal Pengabdian Masyarakat Bumi Raflesia ENGLISH FRANCA : Academic Journal of English Language and Education International Journal of Research on English Teaching and Applied Linguistics JASL - Journal of Applied Studies in Language Seminar Nasional Produk Terapan Unggulan Vokasi Journal of English for Specific Purposes in Indonesia
Wulandari, Mega Fitri
Politeknik Negeri Manado
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Social Sciences Transportation Other

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Investigating interactive metadiscourse markers in research article discussions published in varied journal levels (local, national, and international) Wulandari, Mega Fitri; Arsyad, Safnil; Yunita, Wisma
Journal of Applied Studies in Language Vol. 8 No. 1 (2024): June 2024
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v8i1.32-40

Abstract

Interactive metadiscourse markers in the discussion section of a journal play a crucial role in engaging the reader and facilitating a more dynamic interaction. In a discussion journal section, interactive metadiscourse markers may include phrases or expressions that invite the reader to consider alternative viewpoints, respond to the presented ideas, or reflect on the implications of the research findings. This research investigated interactive metadiscourse markers in research article discussion of language teaching within 30 articles published in local, national, and international journals. A mixed-methods approach was adopted and the instrument used in this research was a checklist designed to analyze interactive metadiscourse. The result of the inter-rater agreement of the co-rater and researcher indicated a kappa value of  90.2% (co-rater and researcher respectively) because it shows excellent agreement (above 80%). It shows that the highest frequency used of interactive metadiscourse category is transitions markers in the three-level journals. Evidential markers took the second position in frequency used followed by code glossed in third frequency. Endophoric markers and frame markers are less used by the writers in the article discussions. The research articles published in international reputable journals show the highest number of using interactive metadiscourse devices than the articles published in local and national journals.
Evaluating students’ perceptions of literature courses in English education: Implications for curriculum development Maisarah, Ira; Wulandari, Mega Fitri; Soy, Seth
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.89883

Abstract

The concerns of this study were the literature used in English classrooms and students’ views on how it assists them in developing academically and professionally. Thus, its purpose was to evaluate the importance attached to literature courses in the curriculum of English Education programs. The study employed a sequential explanatory mixed-methods design. Quantitatively, a questionnaire instrument was used, which was completed by 107 students of the English Education Study Program at Universitas Bengkulu, regarding their perceptions of the implementation of literary courses, administered through Google Forms. Qualitatively, unstructured interviews provided more profound insights into the role of literature in students’ language proficiency. The results indicate that the majority of students (86%) are interested in studying literature, and they are highly engaged in their work. Those students felt that their grammar competence, vocabulary, and language skills had increased. Furthermore, 91% specifically claimed that literature enhanced their ability for critical thinking and intellectual enrichment, while 77% derived confidence in engaging with literary texts, thereby fostering further collaboration, empathy, and cultural sensitivity in their day-to-day offline routine. Thirty-five per cent of students were also encouraged to read literature. Yet, students encountered constraints such as insufficient time for studying, linguistic complexity, and exposure to unfamiliar cultural scenes. Students value literary education and the use of literature in preparing for future demands. Pedagogically, the curriculum development literature should be systematically integrated with odd in English Education, particularly instructional routines that value active learning, situated interpretation, and imaginative interaction with texts.
Co-Authors arsyad, safnil Ira Maisarah Irfiani , Bakri Reski Amalia. S Soy, Seth Suzia Maretha Walangitan Melania Rut Widiarti, Vira Wisma Yunita