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All Journal Jurnal Celtic PREMISE: Journal of English Education and Applied Linguistics Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Cetta: Jurnal Ilmu Pendidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL TAHURI Jurnal Abdi Insani Community Development Journal: Jurnal Pengabdian Masyarakat Buletin Poltanesa Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Indo-MathEdu Intellectuals Journal DEVELOPMENT : Journal of Community Engagement Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Pakem : Jurnal Pengabdian Kepada Masyarakat Abdimas Indonesian Journal Research Horizon International Journal of Multidisciplinary Approach Research and Science Journal of Education Method and Learning Strategy Pattimura Excellence Journal of Language and Culture Education Journal: Journal Educational Research and Development MATAI: International Journal of Language Education Jurnal Pengabdian Sosial Journal of Innovative and Creativity Edukasi J-Shelves of Indragiri (JSI) Koli Journal: English Language Education Huele: Journal of Applied Linguistics, Literature and Culture Gaba-Gaba
Jusak Patty
Universitas Pattimura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : Koli Journal: English Language Education

 1 
Writing Difficulties of Accounting Students: A Cognitive, Linguistic, and Affective Analysis Patty, Jusak; Lekatompessy, Felicia Miranda
Koli Journal : English Language Education Vol 6 No 1 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.1.1-19

Abstract

This study examines the writing difficulties faced by second-semester accounting students through the cognitive-linguistic-affective framework. Despite the growing importance of written communication in accounting professions, research on discipline-specific writing challenges remains limited, particularly regarding how cognitive, linguistic, and affective factors manifest in specialized contexts. This descriptive quantitative study employed survey methodology with 52 second-semester accounting students at Pattimura University in Indonesia. A structured questionnaire measured writing difficulties across three dimensions using a 5-point Likert scale. Results revealed that linguistic challenges (M=3.18) were the most significant, followed by affective (M=3.06) and cognitive dimensions (M=3.04). Writing anxiety about consequential errors (M=3.54) and vocabulary limitations (M=3.21) emerged as the highest-scoring subdimensions, suggesting a cyclical relationship between language deficiencies and emotional responses. Audience-appropriate terminology adaptation (M=3.29) and integrating numerical data within coherent textual structures (M=3.23) presented distinctive challenges specific to accounting discourse. Demographic analysis showed minimal gender differences but identified higher linguistic difficulties among students with basic English proficiency. These findings underscore the need for integrated pedagogical approaches that address technical competencies, linguistic development, and psychological barriers in accounting education. The study extends the current understanding of writing difficulties beyond general academic contexts into specialized professional areas, providing evidence-based insights for designing targeted writing instruction in accounting programs.
Opportunities and Challenges of Using Gemini AI for English Language Learning Patty, Jusak; Lekatompessy, Felicia Miranda
Koli Journal : English Language Education Vol 6 No 2 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.2.122-141

Abstract

Generative AI (GenAI) tools, such as Gemini, offer new possibilities for English language learning; however, empirical evidence remains limited, particularly in resource-constrained contexts. This quantitative survey examined how 116 English Education undergraduates at Pattimura University in Eastern Indonesia perceived the usefulness of Gemini and the challenges they encountered in listening, speaking, reading, and writing skills. Students rated Gemini highly for all four skills, with reading receiving the strongest endorsement, followed by writing, speaking, and listening. Text-based features proved more reliable and accessible than audio-based functions. The most valued features included explaining complex vocabulary, improving sentence structure, generating presentation scripts, and creating transcripts from audio materials. However, significant challenges emerged. Academic integrity concerns dominated, with students uncertain about proper citation practices and worried that using AI suggestions might constitute plagiarism or reduce originality. Technical barriers, particularly internet connectivity and file format compatibility, hindered consistent access for many students. Information overload from lengthy responses also created difficulty selecting helpful feedback. The results underscore the importance of establishing clear institutional policies on AI collaboration, providing targeted training in the critical evaluation of AI output, and investing in infrastructure to ensure equitable access to AI. While students recognized Gemini's potential benefits, ethical uncertainties and technical constraints limited its optimal use, highlighting the importance of coordinated support across pedagogical, policy, and infrastructural dimensions.
Co-Authors Anaktototy, Karolis Binnendyk, Sophia Cindy Itamar Latuihamallo Faneshya Mariana Bilung Faresi, Gilang Muhammad Fajri Ferdinandus, Marcy Saartje Hanafi Bilmona Hattu , Aldo Hiariej, Chrissanty Hukom, Salmon James Jamil , Asmi Jeny Lekatompessy Karolis Anaktototy Kelirey , Abu Kasim Laratmase, Antonia Junianty Latuheru , Henry Lekatompessy, Felicia Lekatompessy, Felicia Miranda Lekatompessy, Jeny Libreck F. A. Noija Liya, Ade Loppies, Hellien Jequelin Malessy, Gidalthy Matatula, Marles Yohannis Meyer, Herman Monica Monica, Monica Namkatu, Vilia Marhamah Ngadjen, Syahdania Aini Nuril Huda Nussy, Wenssy Steva Rijoly, Helena Magdalena Rosina F. J. Lekawael Samuel Kubela Sarif, Annisa Fatiha Sjeddie Watung Stella Rose Que Stella Rose Que Stella Rose Que Tanasale , Inggrit O. Tupalessy, Pricilia Ulorlo, Yulia Josina YUDHA, MUHAMMAD