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All Journal Teaching English and Language Learning English Journal Lingua : Journal of Linguistics and Language
Yelnim
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Education Languange, Linguistic, Communication & Media Social Sciences

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STUDENTS’ ABILITY AND DIFFICULTIES IN WRITING REPORT TEXT AT SECOND SEMESTER STUDENTS OF STIE-SAK ACADEMIC YEAR 2024/2025 Sukarta Kartawijaya; Yelnim; Al-Padli
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8513

Abstract

This research was a descriptive research which used to analyzed students’ ability and difficulties at second semester of accounting major at STIE-SAK academic year 2024/2025. The population of this research was students all the students at second semester of accounting major. The instrument used in this research was writing test. The research findings showed that the students’ ability were low in understanding report text because from the students’ score, there was 1 student got 80, 1 students got 70, 1 student got 60, and most of the students or there were 10 students got under 60. Then, after counting the students’ percentage score, it showed that only a students got A, 1 student got B, C, and D. There were 9 students got E. It could be concluded that the students at second semester of accounting major at STIE-SAK academic year 2024/2025 failed in writing report text. Moreover, in writing report text, the students faced some difficulties. The difficulties were: the understanding of paragraph, the understanding of generic structure, and the understanding of language features.
Linguistic Credibility in Digital Academia: The Role of Politeness and Hedging in Peer Endorsed Responses Hermansyah, Sam; Faradillah, Nurul; Linuwih, Endar Rachmawaty; Yelnim; Aditiawarman, Mac
Lingua : Journal of Linguistics and Language Vol. 3 No. 2 (2025): June 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i2.996

Abstract

Politeness and hedging are central in shaping credibility and interpersonal dynamics in online academic communication. This study examines how these strategies affect persuasion in Q&A forums, particularly Academia and CrossValidated communities on Stack Exchange. It aims to measure their influence on persuasive success through three indicators: answer acceptance, scoring, and response timing. Drawing on a corpus of 20,000+ threads, the study applies computational tools to detect politeness markers and hedging terms. The analysis uses mixed effects logistic regression, negative binomial regression, and Cox proportional hazards models, while controlling for user reputation, message length, and thread depth. Results show that politeness and hedging significantly enhance persuasive outcomes. Posts with more polite and mitigative language are more likely to be accepted, receive upvotes, and get faster responses. The effects are stronger for users with lower reputation, indicating that politeness functions as a compensatory strategy in digital peer interactions. The discussion acknowledges the limits of automated detection tools and stresses the role of context, culture, and disciplinary norms in interpreting politeness and hedging. This study concludes that politeness and hedging are essential rhetorical resources in digital academic dialogue. The findings offer practical implications for AI-driven moderation and feedback systems that aim to support inclusive and effective scholarly communication.
Co-Authors Al-Padli Faradillah, Nurul Linuwih, Endar Rachmawaty Mac Aditiawarman Sam Hermansyah Sukarta Kartawijaya