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All Journal English Review: Journal of English Education Voices of English Language Education Society International Journal of Instructions and Language Studies
Muryani, Rera Nadian
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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An Investigation into the Challenges and Strategies Utilization in Academic Writing: A Case Study of Indonesian Postgraduate Students Muryani, Rera Nadian; Romadhon, M Galuh Elga; Mustofa, Mutmainnah
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.25330

Abstract

This study explores into the challenges encountered by postgraduate students in the realm of academic writing,along with the strategies they employ to tackle these hurdles and the resources aiding their writing process.Employing narrative inquiry as the research design, the study aimed to facilitate a comprehensive explorationof these issues. The participants consisted of ten postgraduate students enrolled at a private university inIndonesia. The research methodology involved conducting interviews with these students to uncover thestrategies and tools utilized by English Master's degree students to achieve success in academic writing.Primary difficulties identified included challenges in organizing coherent content, sourcing relevant referencesto bolster arguments, navigating spatial constraints when expressing ideas, and accurately interpreting data.The findings revealed that digital resources, such as scholarly websites and databases, emerged as the primarysources for accessing journals and articles. In contrast, printed materials played a diminished role due to theiroutdated nature. The study underscores the importance of understanding these inherent challenges in writingand leveraging available strategies and resources to enhance writing skills, thereby enabling postgraduatestudents to produce high-quality research papers.
STUDENTS’ DIGITAL VOCABULARY LEARNING: EXPERIENCES, BARRIERS, AND ADAPTIVE STRATEGIES EXPLORATION Muryani, Rera Nadian; Yunus, Muhammad
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9328

Abstract

This study aims to explore the experiences of students as they navigate individualized obstacles in the learning of digital vocabulary. The research employs a research methodology of a qualitative research, specifically employing a design centered around narrative inquiry, with the purpose of examining the subject matter. Specifically, the research examines the barriers faced by students in their pursuit of proficient acquisition of vocabulary through digital means, with a focus on the barriers that hinder optimal comprehension and retention. The findings of the research illuminate that students encounter both internal and external obstacles when learning vocabulary through the use of digital tools, as revealed by research. In addition, the findings reveal that students strategically combine different resources in order to enhance their vocabulary acquisition experience. This research offers practical insights to refine and enhance methods of vocabulary instruction in the digital age. A more efficient, inclusive, and captivating digital vocabulary learning environment for students can be created by educators, curriculum designers, and technology makers with an understanding of these issues and adaptable solutions. It is crucial for educators and developers to prioritize the inclusion of interactive elements in their digital vocabulary tools to address the identified need for heightened engagement and cognitive involvement in the vocabulary acquisition process.
ENGLISH EDUCATION GRADUATES CONFRONT ENGINEERING CHALLENGES IN POSTMODERN ENGLISH FOR SPECIFIC PURPOSES ERA Muryani, Rera Nadian
International Journal of Instructions and Language Studies Vol. 4 No. 1 (2026): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In the postmodern era marked by interdisciplinarity and rapid technological advancement, English for Specific Purposes (ESP) instruction in engineering contexts demands both linguistic competence and disciplinary awareness. English Education graduates appointed as ESP instructors in engineering faculties often face tensions arising from the gap between their pedagogical training and specialized technical knowledge. This qualitative study employs a narrative inquiry approach to explore the lived experiences, professional identity negotiation, and adaptive strategies of an English Education graduate teaching engineering-focused ESP at a private university in Pasuruan, East Java, Indonesia. Data were collected through semi-structured interviews and reflective documentation and analyzed using thematic analysis. The findings reveal three major themes: (1) an epistemic gap between linguistic expertise and engineering content knowledge, particularly in understanding technical terminology and genre conventions; (2) ongoing negotiation of professional identity and epistemic authority within interdisciplinary classrooms where students may possess stronger technical backgrounds; and (3) adaptive strategies and continuous professional development, including self-directed learning, use of authentic engineering materials, collaboration with engineering colleagues, and implementation of genre-based and task-oriented pedagogy. The study indicates that these challenges stem not from individual inadequacy but from structural separation between language education and technical disciplines in higher education. It further highlights a shift in teacher authority from content mastery to communicative mediation, positioning ESP instructors as facilitators who bridge language and disciplinary discourse. The findings suggest the need for greater interdisciplinary integration in teacher education programs to better prepare graduates for specialized academic contexts.
Co-Authors Muhammad Yunus Mustofa, Mutmainnah Romadhon, M Galuh Elga