Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Englisia Journal ETERNAL: English Teaching Journal
Malik, Zulfikri
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Textual and linguistic characteristics in ELT research article abstracts: Insights from Indonesian novice writers Malik, Zulfikri; Setiawan, Slamet
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.v12i2.28747

Abstract

In academic writing, particularly in research article abstracts, rhetorical moves and linguistic features are pivotal for effectively communicating findings to a broad audience. This study explores the rhetorical moves employed by Indonesian novice writers in their research article abstracts and their linguistic realization. Using a descriptive qualitative design, we analyzed 25 English Language Teaching (ELT) abstracts written by Indonesian novice writers, employing a checklist instrument for data collection. The results indicate that purpose and product moves are obligatory, method and conclusion moves are conventional, and introduction moves are optional. Rhetorical patterns predominantly follow a linear structure, with embedded and less frequent moves occurring less often. Linguistically, active voice prevails across all moves, surpassing passive voice usage. Present tense is the most common, followed by past, perfect, and future tenses. Key interactional metadiscourse devices, including hedges, boosters, and attitude markers, are evident, while engagement markers and self-mentions are notably absent. This study underscores variations in rhetorical structures and linguistic features among Indonesian novice writers, offering insights to enhance their academic writing practices.
Bridging the Gap between Differentiated Instruction and Second Language Acquisition among University Students Malik, Zulfikri; Munir, Ahmad; Lestari, Lies Amin
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1109

Abstract

Second Language Acquisition (SLA) has drawn considerable attention from researchers and educators seeking effective strategies to enhance language learning. One such approach that has gained traction is differentiated instruction which may be effective in enhancing students' second language acquisition process. To address this, a qualitative case study was conducted to examine the impact of differentiated instruction on students' second language (L2) acquisition. The study involved 15 participants who had undergone an English-intensive program at the university level. Data were collected through online open-ended questionnaires designed to capture cognitive, affective, and conative impacts. The findings reveal that differentiated instruction aligned with students' interests and abilities significantly enhances students' understanding, motivation, and active learning behaviors in their second language acquisition process. However, the study also identified challenges, including difficulties with independent acquisition and intrinsic motivation barriers. Future research should explore the long-term impacts of this research and develop strategies to address the identified challenges, ensuring a broader impact on student second language acquisition.
Co-Authors AHMAD MUNIR LIES AMIN LESTARI SLAMET SETIAWAN