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p-Index From 2021 - 2026
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All Journal Englisia Journal Diwan: Jurnal Bahasa dan Sastra Arab Journal of Language and Literature Studies
Saputri, Maulidarni
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring effective English learning strategies for athlete students at a senior high school Saputri, Maulidarni; Yulia, Yuyun; Nasution, Khairunnisa; Kusumawati, Riyani
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.26976

Abstract

This study investigates the English learning strategies employed by athlete students at a senior high school in Kalasan, Yogyakarta, aiming to pinpoint the most effective approaches aligned with their learning preferences. Utilizing a quantitative research design, data were gathered through the Strategy Inventory for Language Learning (SILL) from 26 athlete students actively involved in diverse sports. The results indicate that cognitive strategies, employed by 76% of participants, emerged as the most prevalent, underscoring the students’ inclination toward practical, problem-solving activities. Social strategies, with a 73% usage rate, emphasized the value of collaboration, while affective strategies, at 63%, addressed emotional factors such as motivation and anxiety management. In contrast, compensatory (61%), metacognitive (61%), and memory (59%) strategies showed moderate to lower adoption, suggesting opportunities for further development. The findings highlight cognitive, social, and affective strategies as particularly effective for athlete students, offering practical guidance for educators to adapt teaching methods that balance the competing demands of academic achievement and athletic commitments.
Literature as critique of social stratification: Unveiling the intersectionality of race, class, gender, and ethnicity in sāq al-bāmbū by Sa’ūd Al-San’ūsī Fathurrahman, M. Syauqi; Saputri, Maulidarni; Abrar, Atthariqul
Diwan: Jurnal Bahasa dan Sastra Arab Vol. 17 No. 1 (2025)
Publisher : Jurusan Bahasa dan Sastra Arab Fakultas Adab dan Humaniora UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/diwan.v17i1.1863

Abstract

Although there have been many studies on the novel Sāq Al-Bāmbū, none have highlighted the issue of social stratification. Previous studies have focused on psychology, identity, cultural hybridity, social protest, and translation problems. To fill this gap in academic studies, this article aims to discuss the issue of how social stratification is represented in the novel, specifically how the intersections of race, class, gender, and ethnicity affect the lives of marginalised characters such as José. This study uses a qualitative approach, and data are collected through close reading and textual analysis, focusing on narrative elements. The data are then analysed using the sociology of literature, specifically social stratification. The analysis reveals four main aspects of social stratification illustrated in the novel: First, citizenship-based stratification shows that José’s legal Kuwaiti citizenship does not guarantee social acceptance due to his Filipino heritage, highlighting the dominance of ethnicity and race over legal status in determining inclusion. Second, economic class-based stratification reveals the rigid class divisions in Kuwaiti society, where wealth and family background influence social status. Third, gender-based stratification emphasises the economic exploitation and limited autonomy of women, especially migrant workers like José’s mother, reflecting how patriarchal norms limit women’s roles. Finally, ethnic-based stratification illustrates the marginalisation of mixed-race individuals, like José, who face discrimination in Kuwait and the Philippines, with ethnic hierarchies shaping their social standing. The findings of this study contribute to and have implications for sociological studies in Arabic literature while offering critical insights into how literature can influence awareness and reflection on social practices in real-world contexts.
The Relationship Between Digital Literacy and Self-Perceived Academic Writing Ability Among EFL University Students Angguni, Putri Elia; Saputri, Maulidarni; Sugesti, Nunik
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4496

Abstract

Digital literacy has become an essential competence in higher education, particularly for EFL (English as a Foreign Language) students who must not only develop linguistic proficiency but also effectively access, evaluate, and utilize digital academic resources to support academic writing. This study aimed to examine the relationship between digital literacy and self-perceived academic writing ability among master’s students in an English Language Education program at Yogyakarta State University. Employing a quantitative descriptive correlational design, the study involved 66 postgraduate EFL students as participants. Data were collected using a structured Likert-scale questionnaire measuring students’ digital literacy skills, including the use of academic databases, digital writing applications, and reference management tools, as well as their perceptions of academic writing ability in terms of idea organization, academic vocabulary, and writing coherence. The collected data were analyzed through descriptive statistics and Pearson correlation analysis. The findings revealed that students demonstrated high levels of digital literacy and self-perceived academic writing ability. Furthermore, the analysis showed a very strong and statistically significant positive correlation between digital literacy and academic writing ability (r = 0.985, p < 0.001). These results suggest that students with stronger digital literacy skills tend to perceive their academic writing competence more positively. The study underscores the importance of integrating digital literacy instruction into academic writing courses to enhance students’ writing confidence, learning autonomy, and overall academic performance in higher education contexts.
Co-Authors Abrar, Atthariqul Angguni, Putri Elia Fathurrahman, M. Syauqi Kusumawati, Riyani Nasution, Khairunnisa Nunik Sugesti Yuyun Yulia