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All Journal Prologue: Journal on Language and Literature
Widjajanti, Suzanna
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Humanities Languange, Linguistic, Communication & Media

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COLLABORATIVE WRITING IN ENHANCING ESSAY WRITING FOR THE FOURTH SEMESTER AT POLYTECHNIC ALKON KALIMANTAN Rochman, Muhammad; Widjajanti, Suzanna; Ningsih, Era Wahyu
Prologue: Journal on Language and Literature Vol. 11 No. 1 (2025): Prologue: Journal on Language and Literature
Publisher : Faculty of Letters Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/jurnalprologue.v11i1.239

Abstract

Collaborative writing offers a powerful pedagogical approach that significantly enhances essay writing skills. By encouraging students to work together, it fosters a dynamic environment where diverse perspectives and knowledge converge to create more robust academic work. This shared intellectual journey moves beyond solitary writing, promoting clear articulation, active listening, and effective negotiation of meaning. Brainstorming in groups sparks innovative ideas and arguments, while providing and receiving constructive feedback deepens understanding of rhetoric and argumentation. Students become more attuned to their audience, collectively striving for clarity and persuasive impact. Ultimately, collaborative writing not only yields higher-quality essays but also cultivates essential teamwork, communication, and critical thinking skills applicable beyond academia, leading to students’ improvement. A qualitative study explored the impact of collaboratively designed materials on college students' English writing. The research revealed a significant students’ improvement in their writing, marked by richer ideas and expanded vocabulary, compared to previous individual learning. Notably, student participation in collaborative writing sessions also increased, suggesting a positive correlation between this approach and learning motivation. The findings indicate that collaborative learning in a professional context can effectively boost engagement and enhance the quality of students' written work, contributing to overall students’ improvement in their writing skills.
LANGUAGE, POWER, AND IDEOLOGY: DEVELOPING CRITICAL READING SKILLS THROUGH ANIMAL FARM Astuti, Aura; Widjajanti, Suzanna; Ayubadiah, Fitrahnanda
Prologue: Journal on Language and Literature Vol. 11 No. 2 (2025): Prologue: Journal on Language and Literature
Publisher : Faculty of Letters Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/jurnalprologue.v11i2.282

Abstract

The increasing manipulation of language in political discourse has renewed academic interest in how power and ideology are embedded in everyday texts—a concern particularly urgent in today's post-truth era. In response, this study investigates how the theoretical foundations of Critical Discourse Analysis (CDA) are principally informed by the seminal frameworks advanced by scholars such as Norman Fairclough and Teun A. van Dijk can serve as valuable foundations for enhancing critical reading abilities in higher education. CDA theorizes language functions not as a neutral conduit but as a socially embedded practice that simultaneously mirrors and perpetuates existing power relations. Through a classroom-based analysis of George Orwell’s Animal Farm, this study operationalizes CDA as both an analytical and pedagogical framework. Students used AntConc, a corpus analysis tool, to examine rhetorical patterns, slogans, and ideological shifts in the text. The application of CDA enabled learners to uncover how language constructs dominance, distorts ideology, and silences dissent. Key features of CDA—such as intertextuality, hegemony, and discursive strategies—were translated into student-friendly tools for critical textual engagement. The findings suggest that integrating CDA with literary analysis not only enhances students’ interpretive depth but also cultivates their political literacy.
THE EFFECTIVENESS OF CONTEXTUAL GRAMMAR-BASED LEARNING IN IMPROVING THE WRITING SKILLS OF THIRD-SEMESTER STUDENTS AT POLITEKNIK ALKON KALIMANTAN Rochman, Muhammad; Widjajanti, Suzanna
Prologue: Journal on Language and Literature Vol. 12 No. 1 (2026): Prologue: Journal on Language and Literature
Publisher : Faculty of Letters Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/jurnalprologue.v12i1.305

Abstract

This study aims to investigate the effectiveness of contextual grammar-based learning in improving the writing skills of third-semester students at Politeknik Alkon Kalimantan. This research employed a quantitative pre-experimental design using a one-group pretest-posttest method. The participants consisted of third-semester students enrolled in an English course. Data were collected through writing tests administered before and after the implementation of contextual grammar-based learning. The treatment involved integrating grammar instruction with contextual and practical writing tasks relevant to students’ academic and vocational needs. The collected data were analyzed using descriptive and inferential statistics to measure the improvement in students’ writing performance. The findings revealed that students' writing skills improved significantly after the implementation of contextual grammar-based learning. The results showed an increase in students’ ability to apply correct grammatical structures, organize ideas coherently, and develop more accurate sentences in writing. Therefore, contextual grammar-based learning was found to be effective in enhancing students’ writing skills. This study suggests that contextual grammar-based learning can be implemented as an alternative teaching strategy to improve writing competence among vocational higher education students.
Co-Authors Astuti, Aura FITRAHNANDA AYUBADIAH Muhammad Rochman, Muhammad Ningsih, Era Wahyu