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All Journal IJEE (Indonesian Journal of English Education) Journal on English as a Foreign Language (JEFL) Script Journal: Journal of Linguistic and English Teaching LLT Journal: A Journal on Language and Language Teaching TLEMC (Teaching and Learning English in Multicultural Contexts) IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Borneo Educational Journal (Borju) TRANS-KATA: Journal of Language, Literature, Culture, and Education Lingua Borneo Journal of Language and Education Frasa: English Education and Literature Journal Educational Studies: Conference Series
Maria Teodora Ping, Maria Teodora
Universitas Mulawarman
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALYSIS OF STUDENT’S LANGUAGE STYLE USING MARTIN JOOS THEORY AT ENGLISH EDUCATION DEPARTMENT Maharani Illiyyin Zahra; Aridah; Ventje Jany Kalukar; Maria Teodora Ping; Iwan Setiawan
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.49796

Abstract

In human society, the need for interpersonal connection has given rise to the emergence of language. Beyond serving as a medium of communication, language functions as a vehicle for articulating emotions and conveying thoughts, with its use shaped by contextual and situational factors. This research seeks to examine the language styles engaged by students of the English Education Department at Mulawarman University, using Martin Joos’ (1976) theory and Holmes (2013) as sociolinguistic theory. The study investigates the categories of language styles used in students' speech and the factors influencing their choice of style. A qualitative method was applied, utilizing data from a recorded video interview and follow-up semi-structured interviews with two selected participants. Data analysis was undertaken using thematic analysis guided by Braun and Clarke (2006) framework. The findings reveal that three out of five language styles formulated by Joos—consultative, casual, and intimate—were used by the participants, with consultative style being the most dominant. Language style occurred primarily in academic contexts, especially when interacting with instructors or unfamiliar individuals. Factors influencing language style include the speaker, setting, topic, and function, in alignment with Holmes’ (1992) sociolinguistic theory. Furthermore, although participants often identified their style as “formal,” triangulation with Joos’ and Braund and Clarke theory revealed that their usage aligned as consultative features. These findings provide valuable insights into how language styles function in educational settings and highlight the importance of context in language use.
Students’ Behavioral Engagement and Overreliance on Grammarly Feedback: A Narrative Inquiry Syarifah Nur Aminah; Aridah Aridah; Iwan Setiawan; Maria Teodora Ping
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 6 No. 1 (2025): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v6i1.182

Abstract

Grammarly is a platform that enables automated feedback, such as paraphrasing, improving sentence structure, and grammar checking, to help students produce more accurate writing. Despite its usefulness, concerns exist about its potential to cause overreliance, especially among long-term users. However, limited research has examined how upper-intermediate students behaviorally engage with Grammarly. This study addresses the gap by exploring students’ behavioral engagement and examining whether it serves as a helpful tool or a source of overreliance. Using qualitative methods with a narrative inquiry design to collect responses, data were collected through in-depth interviews with three purposely selected participants who used Grammarly in the long term and were enrolled in an Advanced Writing class from Mulawarman University. Thematic analysis was used to identify themes by coding and comparing participants' narratives. This study found that students accepted feedback on clarity, grammar, and spelling, but often rejected unclear feedback. Their revision strategies involved several other platforms. Despite its benefits, students felt unsure about submitting their assignments without Grammarly checking, which indicates overreliance. This study highlights the need for students and educators to critically use Grammarly as a platform or a helpful tool to foster teaching effectiveness and the development of students' independent writing skills.
Co-Authors A.K. Amarullah Achmad Ivansyah Obos Agitha Martha Laura Aridah Aridah Aridah Aridah, Aridah Arifin, M Bahri Asih, Yuni Utami Asrifan, Andi Bibit Suhatmady Fahrisky Azima Febiyani, Febiyani Feti Fahmimroah Feti Fahmimroah, Feti Hambali, Muhamad Hasanah, Eni Uswatun Ida Wardani Iwan Setiawan Iwan Setiawan Jojor Siahaan Kalukar, Ventje Jany Limbong, Effendi Maharani Illiyyin Zahra Noor Rachmawaty Nurchalis, Nur Fadillah Nurfitriana, Latifah Rahman , Andika Rubiyah, Rubiyah Rubiyah, Rubiyah Soe'oed, Rahmat Susilo Susilo Susilo Susilo Syamdianita Syamdianita, Syamdianita Syarifah Nur Aminah Tahir, Herlina Teguh Budiharso Thamrin, Abdul Rais Ventje Jany Kalukar Weningtyas Parama Iswari Weningtyas Parama Iswari, Weningtyas Parama Yesi Herlina Yuni Utami Asih, Yuni Utami