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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 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
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 Dentistry 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 Medicine & Pharmacology Nursing Public Health Social Sciences Other

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PROFESSIONAL WRITING ANXIETY AMONG INDONESIAN EFL STUDENTS: TYPES, CAUSES, AND COPING STRATEGIES Patty, Jusak
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.
Academic Reading Challenges in Higher Education: Identifying Barriers and Strategic Responses among EFL Students Jusak Patty; Aldo Hattu; Inggrit O. Tanasale
Poltanesa Vol 26 No 1 (2025): June 2025
Publisher : P3KM Politeknik Pertanian Negeri Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51967/tanesa.v26i1.3288

Abstract

Academic reading proficiency is a fundamental determinant of success in higher education, particularly for English as a Foreign Language (EFL) students. This study examined the challenges faced by English Education Study Program students at Pattimura University when reading academic articles. Employing a mixed-methods approach with a convergent parallel design, the research integrated quantitative survey data (n=39) with qualitative insights from focus group discussions (n=8) to examine reading difficulties, contributing factors, and strategic responses. Findings revealed a hierarchical pattern of challenges, with linguistic difficulties (M=3.31) representing the most significant barrier, followed by cognitive processing (M=2.99) and strategic processing challenges (M=2.93). Complex sentence structures (M=3.28) emerged as the dominant linguistic challenge, surpassing specialized terminology (M=3.18) and unfamiliar vocabulary (M=3.21). Reader factors (M=3.11), particularly motivational sustainability with longer texts (M=3.21), exerted slightly greater influence than contextual factors (M=2.91). Students employed diverse strategies to navigate these challenges, including pre-reading orientation, vocabulary support mechanisms, and emerging technology-assisted approaches, though collaborative reading remained underutilized. Identifying "strategic inertia"—students' reluctance to experiment with new approaches—represents a novel contribution to understanding reading strategy development in academic contexts. These findings suggest that practical approaches to developing academic reading skills must simultaneously address multiple dimensions, including linguistic features, cognitive processes, strategic approaches, and affective factors.
Fostering Multimodal Literacy through Creative English Songwriting Activities Patty, Jusak; Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Journal of Community Service and Society Empowerment Том 4 № 01 (2026): Journal of Community Service and Society Empowerment
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jcsse.v4i01.2266

Abstract

Many EFL students spend years studying English without ever feeling confident enough to actually use it. This community service program at SMP Negeri 49 Maluku Tengah sought to address that gap by introducing creative English songwriting to build multimodal literacy among 40 eighth-grade students. The program ran across four stages: listening to and discussing selected English songs, writing original lyrics collaboratively in small groups, transforming those lyrics into complete musical compositions using Suno AI, and presenting the finished work to peers. Data were gathered through direct observation and reflective documentation throughout each session. Findings showed that students engaged with English more actively and more personally than conventional classroom tasks typically allow. The listening stage drew sustained attention from students who normally disengage during text-heavy instruction. The songwriting stage generated genuine collaboration and purposeful language use. The AI audio stage produced curiosity and investment that carried through to the final presentation. Students did not just practice English; they used it to make something. These findings suggest that multimodal songwriting activities can offer EFL learners a qualitatively different relationship with the language, one grounded in creative expression rather than academic compliance.
Board Games dan Ice Breaking: Keterlibatan dan Kepercayaan Diri dalam Pembelajaran Bahasa Inggris Patty, Jusak; Lekawael , Rosina F. J.; Abdullah , Ayu Aprilya Sari; Lekatompessy , Jeny; Nursanti , Rachmi Retno
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.
Beyond the Chatbot: Conceptualizing Prompt Literacy as a Core Dimension of AI Literacy in EFL Writing Pedagogy Patty, Jusak
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2125

Abstract

Generative AI tools have introduced literacy demands in English as a Foreign Language (EFL) writing instruction that existing frameworks do not fully address. This narrative review synthesizes empirical and theoretical studies published between 2020 and 2025 to examine prompt literacy as a core dimension of AI literacy in EFL writing pedagogy. Drawing primarily on research from Asian EFL contexts, the review pursues three objectives: conceptualizing prompt literacy, examining the linguistic and cognitive challenges EFL learners encounter when formulating prompts, and identifying pedagogical approaches to integrate prompt literacy into writing instruction. Analysis across the reviewed literature indicates that effective prompting requires linguistic precision, rhetorical awareness, and metacognitive monitoring rather than technical procedures alone. Current AI literacy frameworks offer limited guidance on text-based interaction with generative systems. Language proficiency shapes prompting practices: lower-proficiency learners rely on generic requests, while higher-proficiency learners engage in strategic refinement. Cognitive load from simultaneous language formulation and AI interaction may constrain performance, though metacognitive support mitigates these effects. Four pedagogical dimensions emerge: systematic instructional frameworks, iterative interaction patterns, teacher professional development requirements, and assessment approaches addressing both processes and products. The review argues that prompt literacy functions as a foundational competency for effective AI-mediated composition in EFL contexts.
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 (In Press)
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.
Co-Authors Abdullah , Ayu Aprilya Sari Aldo Hattu Anaktototy, Karolis Binnendyk, Sophia Cindy Itamar Latuihamallo Faneshya Mariana Bilung Faresi, Gilang Muhammad Fajri Felicia Miranda Lekatompessy Ferdinandus, Marcy Saartje Hanafi Bilmona Hiariej, Chrissanty Hukom, Salmon James Inggrit O. Tanasale Jamil , Asmi Jeny Lekatompessy Jeny Lekatompessy Karolis Anaktototy Kelirey , Abu Kasim Laratmase, Antonia Junianty Latuheru , Henry Lekatompessy , Jeny Lekatompessy, Felicia Lekatompessy, Felicia Miranda Lekatompessy, Jeny Lekawael , Rosina F. J. Libreck F. A. Noija Liya, Ade Loppies, Hellien Jequelin Malessy, Gidalthy Marles Yohannis Matatula Matatula, Marles Yohannis Meyer, Herman Monica Monica, Monica Namkatu, Vilia Marhamah Ngadjen, Syahdania Aini Nuril Huda Nursanti , Rachmi Retno 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 Tupalessy, Pricilia Ulorlo, Yulia Josina YUDHA, MUHAMMAD