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All Journal Jurnal Celtic PREMISE: Journal of English Education and Applied Linguistics IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 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 ELITE: Journal of English Language and Literature 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 Journal of Community Service and Society Empowerment Jurnal Pengabdian Sosial Journal of Innovative and Creativity Jurnal Medika: Medika Edukasi J-Shelves of Indragiri (JSI) Koli Journal: English Language Education Huele: Journal of Applied Linguistics, Literature and Culture Gaba-Gaba JEELL (Journal of English Education, Linguistics and Literature)
Jusak Patty
Universitas Pattimura
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From Genre Awareness to Argumentative Sophistication: A Systematic Review of Rhetorical Competence Development in EFL Academic Writing Jusak Patty; Marles Yohannis Matatula
International Journal of Multidisciplinary Approach Research and Science Том 4 № 02 (2026): International Journal of Multidisciplinary Approach Research and Science
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/ijmars.v4i02.2495

Abstract

This systematic review synthesizes 42 empirical studies retrieved from a single database (Scopus) published from January 2020 to April 2026 to construct a developmental account of rhetorical competence in EFL academic writing. Moving beyond the established finding that genre-based instruction improves writing quality, the review examines the phases through which rhetorical competence appears to develop and the conditions that mediate its progression. Using thematic synthesis, three developmental phases are identified: genre consciousness, structural control, and argumentative sophistication—spanning learners' progression from recognizing genre conventions to acquiring discourse resources and ultimately developing epistemic stance management, multilayered argumentation, and rhetorical agency. This review finds that each phase transition requires qualitatively different instructional conditions and a progressively greater contribution from the learner's agentive engagement, with gains in genre recognition not automatically translating into discourse-level control, nor discourse-level control automatically yielding argumentative sophistication. Five mediating conditions emerged as recurring patterns: scaffolding quality, metalinguistic explicitness, learner agentive engagement, technological and multimodal mediation, and cross-cultural and L1 rhetorical influence. The model is offered as empirically grounded hypotheses rather than a validated developmental theory. Limitations include reliance on a single database, regional concentration in East and Southeast Asia, and the absence of longitudinal evidence. Future research should prioritize longitudinal designs, geographical diversification, and culturally responsive assessment frameworks. This study contributes a phase-sensitive developmental framework that reframes rhetorical competence as a layered construct developing through different mechanisms at different rates, shifting the analytical lens from whether genre-based instruction works toward how and under what conditions rhetorical development progresses.
Literacy Practices in EFL Context: Insights from English Teachers in Rural Areas of Maluku Felicia Miranda Lekatompessy; Jeny Lekatompessy; Jusak Patty
Huele: Journal of Applied Linguistics, Literature and Culture Vol 6 No 1 (2026): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v6.i1.p36-48

Abstract

Literacy practices in EFL contexts within geographically marginalized regions remain understudied, particularly in eastern Indonesia. This study examined how English teachers in rural areas of the Aru Islands Regency, Tual City, and Southeast Maluku Regency enact literacy practices in their classrooms. A mixed-methods explanatory sequential design was employed, with quantitative data collected through an adapted PISA 2018 Language Teacher Questionnaire administered to 19 teachers, followed by semi-structured Zoom interviews with five participants to deepen the survey findings. Descriptive and thematic analyses revealed that teachers demonstrated meaningful commitment to students' literacy development through pre-lesson reading routines, vocabulary enrichment tasks, and integration of digital tools such as Canva and Quizizz. Nevertheless, most teachers held a narrow view of literacy, associating it predominantly with reading skills. Limited infrastructure and students' declining reading motivation posed persistent challenges. Future research should incorporate students' perspectives to provide a more comprehensive account of literacy outcomes.
Board Games dan Ice Breaking: Keterlibatan dan Kepercayaan Diri dalam Pembelajaran Bahasa Inggris Jusak Patty; Rosina F. J. Lekawael; Ayu Aprilya Sari Abdullah; Jeny Lekatompessy; Rachmi Retno Nursanti
Jurnal Medika: Medika in progres
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/th6sg021

Abstract

Keterlibatan siswa dalam pembelajaran bahasa Inggris masih menjadi tantangan di banyak sekolah, terutama ketika pembelajaran didominasi oleh penjelasan guru dan latihan tertulis. Kondisi ini juga ditemukan di SMP Negeri 49 Maluku Tengah, di mana siswa cenderung pasif dan ragu menggunakan bahasa Inggris dalam interaksi kelas. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mendorong keterlibatan siswa melalui penggunaan board games dan aktivitas ice breaking sebagai bagian dari pembelajaran interaktif. Kegiatan dilaksanakan pada 10 November 2025 melibatkan 80 siswa kelas VIII melalui tahap pengenalan, aktivitas ice breaking, dan board games dalam kelompok kecil. Data diperoleh melalui observasi langsung terhadap partisipasi, interaksi, dan penggunaan bahasa Inggris siswa. Hasil kegiatan menunjukkan bahwa keterlibatan siswa berkembang secara bertahap. Pada awal kegiatan, sebagian besar siswa masih ragu untuk berpartisipasi, namun setelah mengikuti aktivitas interaktif, siswa mulai lebih aktif berinteraksi dan menggunakan bahasa Inggris dalam komunikasi sederhana. Aktivitas permainan membantu menciptakan suasana belajar yang lebih terbuka dan mendorong siswa untuk berpartisipasi tanpa tekanan. Temuan ini menunjukkan bahwa board games dan ice breaking dapat mendukung pembelajaran bahasa Inggris yang lebih partisipatif dan meningkatkan kepercayaan diri siswa dalam berkomunikasi. Guru disarankan mengintegrasikan aktivitas serupa sebagai bagian dari strategi pembelajaran interaktif di kelas bahasa Inggris.
EMPOWERING STUDENTS' CRITICAL LITERACY THROUGH MULTIMODALITY APPROACH AT A SENIOR HIGH SCHOOL IN AMBON Felicia Miranda Lekatompessy; Jusak Patty; Annery Fienta
PAKEM: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 2 (2026): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.6.2.139-151

Abstract

This community service program aimed to strengthen students' critical literacy through multimodal English learning supported by artificial intelligence (AI) at SMA Negeri 6 Ambon. The program was implemented through four stages: orientation and coordination, training implementation, mentoring and evaluation, and sustainability planning. Students analysed videos, posters, and social media texts before creating thematic multimodal posters, which were later enhanced using AI tools such as Gemini and Google AI Studio. Observations and participant feedback showed increased engagement during collaborative activities, with students demonstrating greater confidence in interpreting visual messages and expressing ideas across modes. Teachers noted that multimodal tasks encouraged more active participation compared to conventional learning activities. The findings indicate that integrating critical literacy, multimodality, and guided AI use can support contextual English learning and promote meaningful student involvement in local EFL classrooms.
PROFESSIONAL WRITING ANXIETY AMONG INDONESIAN EFL STUDENTS: TYPES, CAUSES, AND COPING STRATEGIES Jusak Patty
JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v12i3.99

Abstract

This study investigated professional writing anxiety among English Education students at Pattimura University, examining anxiety levels, types, causes, and coping strategies in workplace communication contexts. Using a sequential explanatory mixed-methods design, 57 students completed adapted Professional Writing Anxiety Inventory and Professional Writing Anxiety Causes Inventory instruments, while 12 purposively selected participants engaged in semi-structured interviews. Results revealed moderate anxiety levels across the population (M = 3.17), with cognitive anxiety emerging as the dominant dimension (M = 3.47), followed by somatic anxiety (M = 3.32) and avoidance behavior (M = 2.73). Time pressure served as the primary trigger for somatic responses, with 66.6% of students experiencing heart palpitations during time-constrained professional writing tasks. Causal analysis identified insufficient practice in professional writing formats (M = 3.67), linguistic difficulties (M = 3.63), and time pressure concerns (M = 3.60) as primary contributing factors. Qualitative findings revealed four sophisticated coping strategies: systematic preparation and quality control, cognitive and environmental regulation, social support utilization, and emerging technology integration. The study demonstrates that professional writing contexts create distinct anxiety patterns compared to general academic writing, requiring specialized pedagogical approaches. These findings contribute theoretical understanding of context-specific anxiety manifestation while providing evidence-based guidance for Professional Writing curriculum development in Indonesian EFL contexts.
SELF-EFFICACY AS A PREDICTOR OF WRITING PERFORMANCE: A CORRELATIONAL STUDY OF INDONESIAN SECONDARY SCHOOL STUDENTS Sophia Binnendyk; Jusak Patty; Asmi Jamil
J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v6i2.2853

Abstract

The importance of self-efficacy in enhancing students’ writing performance has been widely recognized, yet its specific impact on descriptive text writing remains underexplored in secondary education, especially within the EFL context. This study addresses this gap by examining the relationship between self-efficacy and descriptive text writing performance among Grade X students at SMA Negeri 6 Seram Bagian Barat, Indonesia. Using a quantitative correlational design, the study collected data from 72 Grade X students through a self-efficacy questionnaire and a writing performance test. The results revealed that most students (84.7%) demonstrated moderate levels of self-efficacy, while their writing performance showed a broader distribution, with 45.8% achieving good performance and 18.1% demonstrating excellent writing skills. Statistical analysis indicated a weak but significant positive correlation between self-efficacy and writing performance (r = 0.297, p = 0.011). This finding suggests that while self-efficacy influences writing achievement, its impact may be moderated by other factors in the EFL context. The study contributes to understanding the complex relationship between psychological factors and writing performance in secondary EFL education, highlighting the need for comprehensive instructional approaches that address both cognitive and affective aspects of writing development. The findings have implications for EFL writing instruction and suggest directions for future research investigating mediating variables in the self-efficacy-writing performance relationship.
GENDER DIFFERENCES IN DIGITAL LITERACY AND THEIR PERCEIVED IMPACT ON ENGLISH LANGUAGE SKILLS: A SURVEY OF INDONESIAN EFL STUDENTS Jusak Patty
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2921

Abstract

Digital literacy has emerged as a critical competency in modern education, particularly in language education, where technological integration increasingly shapes learning experiences. Despite Indonesia's high internet penetration, the national digital literacy index remains concerningly low, highlighting a significant gap in technological educational readiness. This study aims to investigate digital literacy levels among English language education students, examining gender differences and perceived impacts on language skills through the Technological Pedagogical Content Knowledge (TPACK) framework. Employing a quantitative survey design, the research collected data from 120 undergraduate students at Pattimura University using a validated 28-item questionnaire. Primary findings revealed comparable digital literacy levels between genders (male: 3.06, female: 3.04), with a notable disparity between evaluative and creative digital skills. Students demonstrated high confidence in selecting digital tools (3.07-3.16) but limited ability to explore applications independently (2.42), with the strongest perceived impact on listening skills (3.18) and weakest on reading comprehension (2.88). The study concludes that current digital literacy approaches require strategic interventions to develop more comprehensive technological competencies among pre-service English language educators, ultimately contributing to more effective technology integration in language teaching.
INTEGRATING CRITICAL LITERACY AND MULTIMODAL PEDAGOGY IN ENGLISH LANGUAGE EDUCATION Jusak Patty
J-Shelves of Indragiri (JSI) Vol 7 No 2 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i2.3341

Abstract

English language learners encounter texts that extend beyond alphabetic modes, navigating advertisements, social media posts, and digital platforms where meaning emerges from linguistic, visual, audio, gestural, and spatial resources operating simultaneously. This narrative review synthesizes contemporary research examining the intersection of critical literacy and multimodal pedagogy in English language education, with particular attention to Asian EFL contexts. The review analyzed empirical studies organized thematically to examine how theoretical frameworks inform pedagogical practice, how implementations address contextual challenges, and how teacher education prepares educators for multimodal critical literacy instruction. Findings reveal that project-based, problem-based, digital storytelling, and genre-based approaches effectively develop critical multimodal literacy when combined with explicit metalinguistic instruction and appropriate scaffolding. Implementation challenges in Asian EFL contexts include language proficiency requirements, cultural considerations for critical engagement, gaps in teacher preparedness, and disparities in resource access. Technology integration studies demonstrate that digital platforms and AI tools expand possibilities for multimodal composition while requiring critical digital literacy frameworks. Assessment approaches have evolved from product-focused to process- and genre-based models that acknowledge the complexity of multimodality. Teacher education implications emphasize the need for professional development focused on semiotic awareness, multimodal pedagogical content knowledge, and critical orientations, with localized adaptations tailored to specific educational contexts. These insights underscore the importance of context-responsive pedagogy and sustained teacher learning for effectively implementing multimodal critical literacy across diverse EFL classrooms.  
ARE AI DETECTORS FAIR TO EFL LEARNERS? A LIBRARY RESEARCH ON DETECTION BIAS AND ACADEMIC INTEGRITY Jusak Patty; Marles Yohannis Matatula
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3557

Abstract

AI detection tools such as Turnitin AI Detection, GPTZero, and Copyleaks are now embedded in university assessment workflows to identify machine generated text, yet their performance on writing produced by non-native English speakers remains poorly understood. This critical library research synthesizes peer-reviewed literature published between 2022 and 2026 to examine three interrelated questions: how AI detectors perform on non-native English writing, what linguistic mechanisms produce detection bias against EFL learners, and what pedagogical and institutional implications follow from deploying these tools in linguistically diverse contexts. Literature was identified through Consensus AI using six targeted queries with filters restricting results to empirical, peer-reviewed studies. The review reveals that false positive rates for non-native writers exceed 61% in controlled studies, a disparity rooted in the overlap between the statistical profile of EFL writing and the features that detectors associate with machine generated text. Lexical predictability and syntactic uniformity, which are developmental characteristics of second language writing, produce the same low perplexity and uniform burstiness that detectors treat as markers of AI authorship. The uncritical adoption of these tools risks generating unjust accusations that compound existing inequities for EFL learners. Institutions should supplement automated detection with informed human review, redesign assessment toward process-oriented approaches, and develop context-sensitive policies that account for the linguistic profiles of second language writers.  
Google NotebookLM in EFL Instruction: A Narrative Review of Multimodal Affordances for AI-Integrated Language Learning Jusak Patty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.10014

Abstract

Google NotebookLM has attracted growing interest as a multimodal generative AI tool with potential for English as a Foreign Language instruction, yet its features have not been evaluated against established EFL pedagogical principles. This article presents a narrative literature review (NLR) of 50 articles to assess the extent to which NotebookLM's multimodal affordances correspond to those principles, and to identify the conditions under which its affordances weaken or fail. Five evaluative criteria were derived from three theoretical traditions: social semiotics and multiliteracies theory, the cognitive theory of multimedia learning, and CALL and task-based language teaching research. The analysis finds that the tool's source-grounded architecture meaningfully supports four affordances: audio transduction, cognitive load management under default conditions, pacing alignment, and authentic task affordance. Three further affordances remain unmet under the tool's current design: proficiency differentiation, full modal diversity, and contextual accessibility under constrained conditions. The review identifies three critical boundaries. Source-grounded generation carries architectural constraints and accuracy risk; frictionless compression suppresses Critical Framing; and native-speakerist audio defaults risk reinforcing hegemonic language norms. Across all findings, teacher mediation emerges as the constitutive condition for the actualisation of affordances. The findings suggest that NotebookLM functions most effectively as a teacher-dependent instrument for multimodal content engagement, and that its responsible deployment in EFL contexts requires deliberate source curation, scaffolded task design, and explicit critical AI literacy instruction.
Co-Authors Aldo Hattu Anaktototy, Karolis Annery Fienta Asmi Jamil Ayu Aprilya Sari Abdullah Binnendyk, Sophia Cindy Itamar Latuihamallo Faneshya Mariana Bilung Faresi, Gilang Muhammad Fajri Felicia Miranda Lekatompessy Felicia Miranda Lekatompessy Ferdinandus, Marcy Saartje Hanafi Bilmona Henry Latuheru Hiariej, Chrissanty Hukom, Salmon James Inggrit O. Tanasale Jeny Lekatompessy Jeny Lekatompessy Jeny Lekatompessy Karolis Anaktototy Kelirey , Abu Kasim Laratmase, Antonia Junianty Lekatompessy, Felicia Lekatompessy, Felicia Miranda Lekatompessy, Jeny Libreck F. A. Noija Liya, Ade Loppies, Hellien Jequelin Malessy, Gidalthy Marles Yohannis Matatula Marles Yohannis Matatula Matatula, Marles Yohannis Meyer, Herman Monica Monica, Monica Namkatu, Vilia Marhamah Ngadjen, Syahdania Aini Nuril Huda Nussy, Wenssy Steva Rachmi Retno Nursanti Rijoly, Helena Magdalena Rosina F. J. Lekawael Samuel Kubela Sarif, Annisa Fatiha Sjeddie Watung Sophia Binnendyk Stella Rose Que Stella Rose Que Stella Rose Que Tupalessy, Pricilia Ulorlo, Yulia Josina YUDHA, MUHAMMAD